
Price, 75 Cents '^^^IC^ %|SS-i, 



Agriculture 

and 

Gardening 

for 

Schools 

By 

LESTER S. IVINS 



MARCH BROTHERS, Publishers 

208, 210, 212 Wright Ave., Lebanon, Ohio 





Agriculture and 
Gardening 

for Schools 

A Handbook for Teachers and a 
Manual and Note Book for Students 



By 
LESTER S. IVINS, M.S. 

Head of the Department of Agriculture, Kent State Normal 

College, and Collaborator in Garden Division, United 

States Bureau of Education; formerly State Supervisor 

of Agricultural Education in Ohio; Author of 

numerous Government leaflets and bulletins 

on Agriculture and Gardening as well 

as text books on these subjects. 



MARCH BROTHERS, :-: :-: Publishers 

208, 210, 212 Wright Avenue LEBANON, OHIO 






Copyright, 1920, by 
MARCH BROTHERS 



DEC -^ 1320 
©CLAG04498 



7V> 

TO THE TEACHER 

IN the preparation of this book it has been the aim 
of the author to furnish a guide for teachers who 
are to teach Agriculture and Gardening, and for 
students who are making a study of these subjects. 
If used as a manual for students, the work of the pupil 
on experiments should be recorded in a separate note- 
book. 

The many notes and references to other books and 
bulletins contained in this volume should prove help- 
ful to students and teachers. These printed notes save 
the students 'time in recording them in a written note- 
book. They will aid the teacher in finding supple- 
mentary material for regular school use. These out- 
lines are in an abbreviated form and may be expanded 
to meet the needs of the teacher or the student. 

Part One of this book emphasizes not only the value 
of the teaching of Agriculture but also the methods by 
which the subject may be taught. 

Part Two has been given to the development of a 
plan of teaching the growing and preserving of Garden 
Crops. 

Lester S. Ivins. 



INDEX TO TOPICS 



PART I— AGRICULTURE. 

PAGE 

Outline for Teaching Nature Study and Agriculture, in- 
cluding Suggestive Questions 7 

A Course of Study in Agriculture for a Junior High 

School 51 

Experiments in Agriculture 62 

Practical Contests for Children .' 87 

The Judging of Seed Corn 105 

School Exhibits Ill 

Parents' Meetings 128 

Needs of the Rural Schools 129 

A Course, of Study for Rural Schools, including Nature 

Study and Agriculture 134 

Courses of Study for High Schools, including Agriculture. .154 

PART II— GARDENING. 

The Production of Garden Crops — Section One Ii59 

Selecting the Garden Site, Making Garden Plans, Com- 
panion Crops 159 

Rotation of Garden Crops, Purchasing Garden Seed, 
Economy in the Use of Seeds 161 

Varieties of Crops, Hints on Planting, Draining the 
Garden 162 

Preparing Garden Soil, Commercial Fertilzers for the 
Garden 164 

Testing Garden Seed, The Hotbed, The Cold Frame 
and Seed Bed 166 

Planting Dates East of the Mississippi, Planting Dates 
West of the Mississippi 168 

Thinning and Replanting Plants, Growing and Trans- 
planting Plants 169 

Tillage and the Use of Tools, Waterinsr the Garden. 
Protecting Garden Products 171 

Garden Records, Spraying for Insects and Plant 

Diseases 172 

5 



6 INDEX TO TOPICS. 

PAGE 

Protecting Garden Crops from Frost, Weeds and 

Weeding, The Gardener's Friends 174 

Lettuce, Radishes, Peas, Onions, Cabbage, Cabbage 

Enemies and Their Control 1'7'6 

Beets, Parsnips, Carrots an*d Chervils, Turnips and 

Rutabagas, Irish Potatoes '. . . 180 

Sweet Potatoes, Peppers and Eggplants, Tomatoes, 

Beans 1'83 

Bean Enemies and Their Control, Sweet Corn and 

Pop Corn, Cucumbers, Melons 186 

Squashes, Pumpkins, Celery and Celeriac, Kale and 

Cauliflower 189 

Collards and Brussels Sprouts, Kohl-Rabi and Okra, 

Spring Greens, Spring Salads 1^1 

Greens that Endure Heat. Salads that Endure Heat, 

Plants Related to the Onion 194 

Root Crops that Withstand Winter Freezing, Perennial 

Crops 196 

Saving Seed for Planting, Harvesting Vegetable Crops, 

Marketing Vegetable Crops 198 

Small Fruits, Strawberries, Blackberries and Rasp- 
berries 200 

Currants and Gooseberries, Grapes, Harvesting and 

Marketing Small Fruits 203" 

Useful Plants used for Ornament, Plants to Beautify 

the Yard or Garden 206 

Fall Work for the Spring Garden 207 

The Preservation of Garden Crops — Section Two 207 

AVhv and How We Preserve Foods, Canning: One- 
Period Cold-Pack Method 207 

Preserving and Jelly Making, Drying. Fermentation 
and Salting '. 209 

Storing Vegetables, Storing Vegetables in Cellars. 
Storing Vegetables in Pits 212 

Storing Vegetables in Cold Frames, Storing Vegetables 
in Cool and Warm Rooms 212 

Saving the By-Products 214 



Agriculture and Gardening 
for Schools 



PART I— AGRICULTURE 



NATURE STUDY AND AGRICULTURE 

(For further discussion see Course of Study, page 
134 and following.) 

Pupils in the first five or six grades of school, as 
a general thing, are too young to be taught the science 
of agriculture ; but they are not too young to gain an 
abundance of knowledge along the line of nature study. 

FIRST DIVISION. 

For example, in the first three grades of school, 
children can be given some very valuable lessons in ob- 
servation. They can be taught to observe wild and 
domestic animals on the farm at home, or in the pasture 
nearby; wild and cultivated plants and trees. They 
can learn the common names of several insects and 
birds that are both useful and injurious to the farmer. 

At the age of eight and nine, or second and third 
grade, children can become interested in planting small 
gardens at their homes. They should be encouraged to 
plant vegetables, such as beets, carrots, radishes, let- 
tuce, and to keep a record of their work done in the 
cultivation of same. 

7 



8 AGRICULTURE AND GARDENING FOR SCHOOLS. 

SECOND DIVISION. 

The second division might be the fourth and fifth 
grades, or children from ten to twelve years of age. 
In addition to what was mentioned for the first three 
grades, pupils of the fourth and fifth can make a study 
of the different soils, and learn something of the 
habits of many plants and animals in order to become 
more familiar with their modes of living, and their uses 
to man. In the study of plants, children should observe 
the different kinds of roots and their uses to man, the 
kinds and purposes of the leaves, and how they are 
sometimes used by man, the dissemination of seeds, the 
life history of the leaf bud and flower bud, the falling 
and coloring of the leaf, preparation of buds for winter, 
and make a special study of two or three plants with 
which they are likely to be most familiar, such as the 
bean and pea. Poisonous plants should be taught as 
early as possible in order that the children can recognize 
them. 

The pupils of the fourth and fifth grades should also 
be encouraged to plant gardens as much as possible at 
their homes, and in addition tO' the work mentioned in 
the first division, they may also plant and cultivate all 
kinds of flowers and some grains. The teacher should 
always insist upon simple records being kept of all work 
done. 

THIRD DIVISION. 

A third division may be made of the sixth, seventh 
and eight grades, or pupils from the age of twelve to 
sixteen years. 

These children can do all the work mentioned in 
the first two divisions, and in addition to that, can take 
up the study of a text book on elementary agriculture. 



AGRICULTURE AND GARDENING FOR SCHOOLS. \) 

They should go beyond the hmits of personal ob- 
servation ; should illustrate processes by simple experi- 
ments; should study the different types of plants and 
animals, visit stock farms, county and state fairs, parks 
containing all kinds of -animals, birds, etc. ; should read 
reference works on elementary agriculture, monthly ex- 
tension bulletins issued by the State University Agri- 
cultural Colleges, and farm papers. 

Special attention should be called to the most useful 
birds to the farmer. Children should know these so well 
that they could recognize them at all times. 

The following birds are common in the Central 
States and very useful to the farmer: Quail, Purple 
Martin, Sparrow, Hawk, Screech Owl, Red-headed 
Woodpecker, Downy Woodpecker, Hairy Woodpecker, 
Horned Lark, Rain Crow, Flicker, Yellow Hammer or 
Golden Woodpecker, Pine Grosbeak, Purple Finch, 
Pcwce or Phoebe Bird, Song Sparrow, Chipping Spar- 
row, Robin, Vesper Sparrow, Grasshopper Sparrow, 
Field Sparrow, Cardinal or Red Bird, Brown Thrasher, 
Orioles, Wood Thrush, Meadow Lark and House Wren. 
Many others could be added to this list and information 
can be had on the subject by addressing your State 
Agricultural College, or see Farmers' Bulletin No. 54, 
L^nited States Department of Agriculture, Washington, 
D. C. Pictures of these birds in their natural colors can 
be secured by addressing reliable picture houses, and in 
this way children can first learn to recognize the differ- 
ent birds from their ])icture. 

Teachers should become as familiar with birds as 
possible. They should frequently go on excursions with 
the children to the woods and fields and point out the 
different kinds to the imi:)ils and explain their habits, 
the plan of building their nests, and why they are useful 



10 AGRICULTURE AND GARDENING FOR SCHOOLS. 

to the farmer. Injurious birds can be studied at the 
same time. 

Children of this division should be taught some plans 
of building attractive bird houses and other means of 
inviting useful birds to remain with them. They should 
also be taught to plant and care for trees, flowers and 
shrubbery ; to recognize all common weeds in their 
neighborhood. Attention should be given as to how 
flowers are fertilized, the function of the root, stem, leaf 
and flower, some family characteristics, the plants that 
fertilize the soil, and how this process is accomplished as 
well as the purposes of crop rotation. 

Pupils of this division are better able to properly 
care for a school or home garden than those of the first 
two divisions, or the first five grades, on account of 
age and general knowledge of farm affairs. 

Children of this division can plant and cultivate corn 
in corn growing contests, flowers in flower contests, 
both of which will be more fully explained under the 
head of Corn Growing Contests and Flower Gardens at 
Home. They can also grow different varieties of wheat, 
barley, beets, potatoes, can understand and perform ex- 
ercises in pruning, grafting, and making cuttings. 

Boys and girls should be encouraged to raise poul- 
try and farm animals at home, to keep records of the 
expenses of running the farm, the gross and net returns, 
and to i)erform some experiments in a small way with 
the aid of parent and teacher on different methods of 
planting, cultivating, harvesting and preparing the 
products of the farm for market. 

Parents can render very valuable aid to their chil- 
dren by reserving plots of ground for planting corn, 
potatoes, vegetables and small fruits. At first they may 
not desire to give the space for such work but will 



AGRICULTURE AND GARDENING FOR SCHOOLS. 11 

usually do so if the plan of work that is desired to be 
carried out by the teacher is properly explained. 

By the use of a text-book on Agriculture, Experi- 
ment Station Bulletins, Extension Bulletins from Agri- 
culture Colleges, Agricultural papers, the third division, 
and especially the seventh and eighth grades, can take 
up the study of agriculture in a more systematic way. 
The agricultural text-book can take the place of the 
reader one or two days of the week, and it will not only 
furnish a variety of material for the reading period, but 
at the same time subject-matter that is instructive. 
This information that can be secured from a good text- 
book on agriculture will be very valuable to the child. 
It is intensely interesting material to teach and it may 
be a means of interesting the children in farm life and 
in all things that are near to nature. 

The following outline may offer some suggestion to 
the teacher of agriculture with or without a text-book: 

Questions on the following topics can be answered 
by consulting a text-book on agriculture, bulletins men- 
tioned, or from your home experience. 

United States Bulletins referred to in the questions 
as supplementary reading can be secured by writing the 
United States Department of Agriculture at Washing- 
ton, D. C. Ofiio agricultural bulletins can be secured 
by addressing the Wooster Agricultural Experiment 
Station, Wooster, Ohio. All bulletins are sent to any 
address free of charge or for a few cents. 

Extension bulletins can be secured free by address- 
ing the State Agricultural Colleges. Ohio's college is at 
Columbus, Ohio. Good text-books on Agriculture foi 
Elementary Schools can be secured by addressing the 
following book concerns: Practical Lessons in Agricul- 
ture, American Book Co., Cincinnati, O. ; Agriculture 



12 AGRICULTURE AND GARDENING FOR SCHOOLS. 

for Beginners, Ginn & Company, Columbus ; Elementary 
Agriculture, R. K. Rowe, 378 Wabash Ave., Chicago; 
Elementary Agriculture, Ferguson Publishing Company, 
Sherman, 'Texas. Text-books for high school purposes 
are as follows: Agriculture for the High School (in 
press), American Book Company, Cincinnati; Agricul- 
ture Through the Laboratory, Orange Judd Company, 
New York; First Book of Farming (many exj^eri- 
ments), published by Doubleday, Page Company, New 
York City. Write the experiment station of your own 
state and ask to be placed on their mailing list to receive 
all bulletins. 

I.— SOIL. 

(See Extension Bulletin, Vol. 3, No. 4, Ohio Agricul- 
tural College.) 

(a) Origm and tillage of. 

(b) Moisture and drainage of. 

(c) Fertilizing and improving of. 

(d) Adaptation to vegetation. 

(e) Efifect of wind upon. 
(/) Study of properties of. 
(g) Renovation of worn out. 

(U. S. Farmers' Bulletin, No. 245.) 

QUESTIONS ON SOIL. 

1. What is soil? 

2. What is sub-soil? 

3. What is humus? 

4. What implements are used in tillage? 

5. Why should soil be in good order before the 
crop is planted? 



AGRICULTURE AND GARDENING FOR SCHOOLS. 13 

6. Explain the value of circulation of the air in 
the soil. 

7. What is a jointer? 

8. Where is it attached to the plow? 

9. What effect have earth worms upon the soil? 
ic. What is meant by capillarity of the soil? 

11. Will (lew assist a plant to grow in dry weather? 

12. Why should crops be well cultivated. 

13. Why do some farmers place straw or grass be- 
tween potato rows during the growing season? 

14. Name five advantages of tile drains. (See U. 
S. Farmers' Bulletin, No. 187.) 

15. Name three plants that improve the soil. 

16. How do they do this? 

17. How should stable fertilizers be cared for? 
(See U. S. Farmers' Bulletin, No. 192.) 

18. Name the three most important elements in 
commercial fertilizers. (See Farmers' Bulletin, No. 44, 
U. S. Department of Agriculture.) 

19. Where and how^ are these obtained? 

20. Why is lime sometimes added to the soil? (See 
Farmers' Bulletin, No. yy . U. S. Department of Agri- 
culture.) 

21. Name six kinds of soil. 

22. Write these in the order of their power to re- 
tain water. 

23. Which would dry off the quickest after a rain 
so that plowing could be carried on ? 

24. Which would be the slowest to dry off after a 
rain ? 

25. What farm crops do best en a moderately dry 



soil? 



26. What crops do w^ell on a -wet soil ? 

27. What is erosion of the soil? 

28. Define detritus. 



14 AGRICULTURE AND GARDENING FOR SCHOOLS. 



.-, 



29. What are sand dunes 

30. What is takis? 

31. Will plants grow well in sub-soil? Why? 

32. What is sediment? 

33. What effect will the overflow of water have 
upon the land in the river valley? 

34. What is meant by dredging a river bed. Should 
this be done? Why? 

35. What is meant by upland? Bottom land? 

36. Define the following terms: highland, lowland, 
gulf, bay, sea. 

37. How are the following produced? Sinking 
coasts, rising coasts, earthquakes, volcanoes, natural 
bridges, lakes, cataracts, Oxbow loops, deltas, glaciers, 
coral reef, coal, gas, oil, deserts, tundras and estuaries. 
(See Farmers' Bulletin, No. 257, on Soil Fertility, U. S. 
Department of Agriculture.) 

II.— PLANTS. 

(a) How they feed. From soil — air. 

(b) Root tubercles. 

(c) Kinds of roots. 

(d) Roots' use for food; for medicine. 

(e) Other uses of roots. 
(/) Pollination. 

(g) Crosses, hybrids — pollination. 

(h) Propagation. 

(i) Selecting good seed. 

(/) Crop rotation. 

(k) Composition of. 

(/) Geologic effect of. 

(m) Effect on climate. 

(n) Rank compared with other countries. 

(0) Poisonous. 



AGRICULTURE AND GARDENING FOR SCHOOLS. 15 

QUESTIONS ON PLANTS. 

1. Explain how plcUits get food from the air; from 
the soil. 

2. Why could an alfalfa plant stand more dry 
weather than clover? (See Earmcrs' Bulletin, No. 339, 
(j. S. Department of Agriculture, Washington, D. C.) 

3. Define tap, fibrous and fleshy as applied to roots. 

4. Define osmosis and give some of its uses in 
the plant kingdom. 

5. What are tubercles? Legumes? 

6. Do all leguminous plants have an equal number 
of nodules? (See Earmers' Bulletin, No. 278, U. S. 
Department of Agriculture, W^ashington, D. C.) 

7. How do the notlules help the farmer? 

8. Take some clover, cowpeas, vetches and alfalfa 
plants, wash the roots, and com]-)are the size and num- 
ber of nodules. 

9. Which would be likely to enrich the soil most? 

10. Name some roots or plants used for medicine. 
(See Earmers' Bulletin, No. 188, LI. S. Department of 
Agriculture.) 

11. What legumes arc used for food? (See Earm- 
ers' Bulletin, No. I2t, U. S. Department of Agriculture.) 

12. What is meant* by inoculation of legumes? 
(See Earmcrs' Bulletin, No. 240, L^. S. Department of 
Agriculture.) 

13. What is crop rotation? 

14. Why are crops rotated? 

15. Why will corn usually grow well when planted 
in a clover sod? 

« 16. After learning the food element needed by each 
crop, indicate a good system of crop rotation for your 
vicinity. 



16 AGRICULTURE AND GARDENING FOR SCHOOLS. 

17. What purpose do the root hairs serve the plant? 

18. After studying the sap current in a plant, in- 
dicate by diagram the movements of the sap. 

19. What causes a tree to thicken above a wire that 
may be tied around it? 

20. Name the parts of a flower. 

21. Learn the location and purpose of the different 
parts of several common flowers. 

22. What is meant by pollination? 

2^. Name some methods by which flowers are pol- 
linated. 

24. What is nectar? 

25. Name some highly colored flower. Why so 
highly colored? 

26. What effect will constant rains during the 
blossoming season often have on the fruit crop? 

27. Would it be pi-ofitable for a fruit man to keep 
bees? Why? 

28. Why do plants raised indoors often fail to 
produce seed? 

29. How are tomatoes and other garden fruits that 
depend upon insects to be pollinated, produced in a 
greenhouse? 

30. What insects usually visit the clover? 

31. How are wheat and corn pollinated? 

32. What part of the iiower produces the seed? 
;^^. What action is necessary that the ovary may be 

fertilized? 

34. What is cross pollination? 

35. Give the necessary steps in hand pollination. 

36. What is a hybrid? (See Bailey's "Plant Breed- 
ing.") 

7^/. What is plant propagation ? ( Sec Farmers' Bul- 
letin, No. ,157, U. S. Department of Agriculture.) 



AGRICULTURE AND GARDENING FOR SCHOOLS. 17 

38. Name the methods by which plants may be 
propagated, and examples of each method. (See Ex- 
tension Bulletin, Vol. 4, No. 5, Ohio Agricultural Col- 
lege.) 

39. How are plants grown from cuttings? 
4c. Explain the process of layering. 

41. What part of the Irish potato is planted? The 
sweel potato? 

42. Why do gardeners prefer to raise plants from 
buds rather than seed ? 

43. What is meant by plants coming true to seed? 

44. Name some plants that always come true to 
seed. 

45. What is the- importance of selecting good seed? 

46. What is the best m'ethod of selecting g'ood seed 
corn? (See Ohio Circular, No. 71, by Wooster Ex- 
periment Station, Wooster, Ohio; September, 1906, Ex- 
tension Bulletin, Ohio Agricultural College, and 
Farmers' Bulletin, Nos. 199 and 229, U. S. Department 
of Agriculture.) 

47. Learn to name and recognize about fifty weeds 
that grow in your neighborhood. (U. S. Bulletin, No. 
28, and Ohio Weed Manual, Wooster, O, and Extension 
Bulletin, Vol. 3, No. 9, OHio .Agricultural College.) 

48. Explain the terms annual, biennial and perennial 
as applied to plants. Give examples of each. 

49. What is meant by purity and vitality as applied 
to seed? (See Farmers' Bulletin, No. iii, U. S. Depart- 
ment of Agriculture.) 

50. What are seed germjnators? (See April, 1907, 
"Extension Bulletin of Ohio Ao-ricultural College.) 

51. State some methods of improving the corn crop. 
(See Extension Bulletin, Ohio Agricultural College, 
Vol. II, No. 7, March, 1907.) 



18 AGRICULTURE AND GARDENING FOR SCHOOLS. 

52. Learn to make several kinds of seed gerniina- 
tors or testers, and have the pupils test their own seed 
before planting. 

53. Make collections of grain and field seeds, and 
learn to recognize them at sight. 

54. Did you ever make a collection of weed seed? 
Do this and learn to label each kind without assistance 
from any source. 

55. Name twenty poisonous plants. (See Farmers' 
Bulletin, No. 86, Department of Agriculture, Washing- 
ton, D. C. 

III.—FRUIT AND HOW TO RAISE FRUIT 
TRpES. 



(a) 


Kinds. 


W 


Best soil for. 


(c) 


Planting of. * 


(d) 


Care of. 


(e) 


Grafting. 


(/) 


Budding. 


(g) 


Pruning. 


(h) 


Layering. 


(i) 


Canning of fruit 



QUESTIONS ON FRUIT AND HOW TO RAISE 

FRUIT trees: 

1. What is the first step in tree planting? 

2. Will the tree coming from the seed be like its 
parent? (See Bulletin No. 154, U. S. Department of 
Agriculture.) 

3. What is grafting? Its purpose? 

4. If a seed from a crab apple had been planted 



AGRICULTURE AND GARDEXIXG FOR SCHOOLS. 19 

and you wanted to raise a tree that would produce 
Northern Spy appHes, how would you proceed ? 

5. What is the scion? The stock? 

6: What is the cambiun? 

7. Why should care be taken to make the cam- 
biun in the scion exactly join the cambiun ii-^ the stock? 

8. How should the size of the scion compare with 
that of the stock? 

9. Give a simple method of making grafting wax. 

10. When is the best time to make a graft? 

11. After completing a graft draw a diagram of 
what you have done. 

12. How does cleft grafting differ from tongue 
grafting? 

13. Make a cleft graft and draw a diagram of what 
you have done. 

14. Who was Luther Burbank? Learn all you can 
about this man. 

15. Name several varieties of pear, peach, plum and 
apple trees. 

16. What kind of each is usually planted in your 
community? (See Farmers' Bulletin. No. 208, U. S. 
Department of Agriculture.) 

17. What other kinds of fruit are grown in your 
neighborhood besides those just mentioned? 

18. What plan did Luther Burbank adopt for find- 
ing a variety of apple suitable for the California climate? 

19. What is budding? 

20. What fruits are usually raised by budding? 

21. Explain the process of budding. 

22. When should this he done? 

23. When can trees be budded or grafted upon one 
another? 

24. What is the first step in tree grafting? 



20 AGRICULTURE AND GARDENING FOR SCHOOLS. 

25. Why should care be used in placing the roots? 

26. Why should a young tree be well fertilized when 
planted ? 

27. How should it be set in reference to the pre- 
vailing wind? 

28. What are the principal objects of pruning a 
fruit tree? 

29. What etTect would cutting an end bud have 
upon a side bud? 

30. What effect would trimming a side bud have 
upon an end bud? 

31. When is the best time to prune to favor wood 
production? To induce fruitage? 

^2. Should all fruit trees be pruned in the same 
manner ? Why ? 

33. Why does leaving a stump when pruning en- 
danger the life of a tree? 

34. Give a simple method of treating the stump 
when large limbs have been removed by pruning. 

35. What is meant by root pruning? 

36. Will a tree bear both wild and budded or grafted 
fruit at the same time? 

37. Name some varieties of grapes and cherries. 

38. What kind of soil is best for fruit? 

39. How can a fruit tree be kept from making too 
rank a growth to produce good fruit? 

40. Should orchards be pastured? Why? 

41. Should fruit trees be cultivated? 

42. Will corn or other grain crops grow well in an 
orchard ? Why ? 

43. Why will canned ft-uit sometimes spoil? 

44. Why will properly canned fruit not spoil? 

45. Did you ever can any fruit? 

46. Why do expert canners always boil or pour 



AGRICULTURE AND GARDENING FOR SCHOOLS. 21 

boiling water in the cans and on the can Hds before 
canning the fruit? 

47. What fruit is usually canned in tin? In glass? 

48. What is meant by preserves? By jellies? (See 
Farmers'. Bulletin, No. 203, Department of Agriculture, 
Washington, D. C.) 

49. Name some kinds and tell how made. 

50. Name ten varieties of apples and tell in what 
month they ripen. 

51. Name some good apples for keeping over win- 
ter. 

52. Name five varieties of pears. Name two that 
will keep over winter. 

53. Name some states that now lead in the pro- 
duction of oranges, apples, pears, grapes, peaches and 
plums. 

IV.— PLANT DISEASES. 

(a) Causes and prevention. 

(b) Fruit mold. 

(c) Peach curl. 

(d) Club root. 

(e) Potato scab and blight. 

(/) Pear and apple fire blight. 
(g) Smut of wheat and oats. 
(h) Black knot. 

QUESTIONS ON PLANT DISEASES. 

1. What is fruit rot? 

2. When a few apples in a barrel start to rot, why 
is it that the entire barrel is soon destroyed? 

3. Which will keep the better, picked or fallen 
fruit? Why? 



22 AGRICULTURE AND GARDENING FOR SCHOOLS. 

4. Xanic some molds of different color. What 
causes mold .•' 

5. Take some bread or fruit and place it in a damp 
place for a few da\s and observe the mold. 

6. How does mold multiply ? 

7. What are spores? 

8. Why is fruit heated before it is canned? 

9. Can. the mold spores be transferred from one 
object to another in such a way that they may cause 
decay to the second object? 

10. Will like produce like in molds? 

11. What are fungi? Give examples. 

12. What is a host plant? 

13. What is mildew? 

14. How can it be destroyed? 

15. What causes the pear scab? 

, 16. How is Bordeaux mixture made? 

17. What causes sweet cider to sour? Milk to sour? 
. 18. How can we prevent these from souring? 
J9. Why will fresh meat soon spoil in summer? 

20. Why is meat salted to keep it? 

21. Why does the salt prevent it from spoiling?- 

22. Why do people sometimes smoke their meats? 

23. What is bacteria? Name some diseases of man 
caused by bacteria. 

24. Name some methods by which plant diseases 
may be prevented. 

25. How may the rotation of crops assist in destroy- 
ing plant diseases? 

26. How can fire blight on fruit .trees be detected? 

27. What is the remedy ? ( See Farmers' Bulletin, 
No. 153, Department of Agriculture, Washington, D. C.) 

28. What is wheat smut? 

29. How can it be prevented? (See Farmers' Bui- 




l-J 
o 
o 
W 
o 

iJ 
M 

3 

o 
H 

K 
W 
M 

o 

H 
« 



24 AGRICULTURE AND GARDENING FOR SCHOOLS. 

letin, No. 250, Department of Agriculture, Washington, 
D. C.) 

30. What is formahn ? ( Sec Farmers' Bulletin, No. 
243, U. S. Department of Agriculture, Washington, 
D. C) 

31. What is the jiotato scab? 

32. How is it caused and in what way can it be 
jM-eventcd ? 

7,7,. What is potato blight? 

34. How does the potato blight dififer from the 
potato scab? 

35. What is the remedy for blight? 

36. What is club root? 

;^'/. What plants are usually attacked by this disease? 
How do they appear? 

38. How can the disease be remedied? 

39. What is black knot? What trees are usually 
affected by the disease? 

40. What is the remedy? 

41. What is the peach curl? 

42. How can it be prevented? 

43. What is fruit mold? How does such fruit ap- 
pear ? 

44. How can it be prevented? 

45. What causes peach mummies? (See Spray 
Calendar in Bulletin No. 199, Ohio Agricultural Ex- 
periment Station, Wooster, Ohio.) 

v.— INSECTS. 

(a) Ants. 

(b) Grasshopper. 

(c) House fly. 



AGRICULTURE AND GARDENING FOR SCHOOLS. 25 



ORCHARD INSECTS. 



(a) Peach borer. 

(b) Pear tree girdler. 

(c) Apple tree tent caterpillar. 

(d) Canker worm. 

(e) Plum curculio. 
(/) San Jose scale. 
(g) Codling moth. 

FIELD INSECTS. 



(a) 


Tobacco worm. 


(b) 


Potato beetle. 


ic) 


Hessian fly. 


(d) 


Weevil. 


(e) 


Squash bug. 


if) 


Plant louse. 


(g) 


Cabbage worm. 


(h) 


Chinch Bug. 


(i) 


Flea beetle. 



QUESTIONS ON INSECTS FOUND IN THE 
ORCHARD AND FIELD. 

1. What is the true insect? (See Extension Bul- 
letin, Vol. 2, No. 2, Ohio Agricultural College.) 

2. What are spiracles? 

3. Distinguish between insects and beetles and give 
examples of each. 

4. What is the difference between a bug and a 
beetle? 

5. Distinguish between the moth and the butterily. 

6. Tell something of the habits of each. (See Ex- 



26 AGRICULTURE AND GARDENING FOR SCHOOLS. 

tension Bulletin, Vol. 4, No. 3, Ohio Agricultural Col- 
lege.) 

7. Name five kinds of butterflies. 

8. Name five kinds of moths. 

9. In what different ways do insccls secure food? 

10. Can sucking insects be poisoned? 

11. How could they be destroyed? 

12. Tell about the dift'erent stages through which 
insects pass? 

13. Collect larvae of different kinds and care for 
them and note the change. 

14. Collect cocoons and pupae of different insects 
and develop them in a small cage which can be made from 
an old fi^di jar, or by placing a lantern globe over a 
crock. 

15. In what stage of the life of an insect do they 
do the most harm to the plant? 

16. What trees are most frequently attacked by the 
San Jose scale? 

17. How can it be prevented? 

18. Learn to make the lime, sulphur, salt mixture. 

19. What is the codling moth? 

20. Tell how this moth does its work that causes 
the great loss in the a]:)ple crop each year. 

21. How can the codling moth be destroyed? (See 
Farmers' Bulletin, No. 247, Department of Agriculture, 
W^ashington, D. C.) 

22. Learn to make and use the Bordeaux-Paris 
green mixture. 

23. ATake a drawing of the effect of the larvae of 
the codliro- n-clh upon the apple. 

24. Wha^ is the plum curculio? 

25. What is meant by stinging fruit? 



AGRICULTURE AND GARDENING FOR SCHOOLS. 27 

26. Give the method used by the pkim weevil or 
curcuHo for depositing its tgg. 

27. Learn some good methods for destroying this 
weevil. 

28. What is the canker worm? 

29. Why is this worm sometimes called the meas7 
uring worm ? 

30. Distingiii>h between the max arid female moth 
of the canker worm in their general appearance. 

31. How can the female be easily trapped? 

^2. What birds feed freely upon the canker worm? 
(See Farmers' Bulletin, Xo. 54, Department of Agri- 
culture, Washington, D. C. See. also, Extension Bul- 
letin, Vol. 3, No. 10, Ohio Agricultural College.) 

33. Why should all orchards be kept clean ani free 
from trash in fence rows? 

34. How can ynu tell the work of the apple tree 
tent caterpillar? 

35. Give a good method of destroying it. 

36. How can the work of the pear tree girdler be 
detected ? 

T)"/. Why does he girdle the twig? 

38. How can tliis girdler be destroyed? 

39. How does the borer affect the peach tree? (See 
Farmers' Bulletin, No. 80, Department of Agriculture, 
Washington, D. C.) 

40. What effect does his borings have upon the tree 
trunk? 

41. What color is the cabbage worm? 

42. Why should we always encourage birds to nest 
in and about the garden? (See Farmers' Bulletin, No. 
154, Department of Agriculture, Washington, D. C.) 

43. What method is generally used to destroy the 
cabbage worm? 




Work of Township Rural School at Fair. (See page 111.) 



AGRICULTURE AND GARDENING FOR SCHOOLS. 29 

44. -It is advisable for pupils to make drawings of 
the different stages of all the insects and their effect 
upon the plants that have been mentioned under the 
topic (Insect). 

45. Did you ever see a chinch bug? 

46. What crops does he attack? 

47. How does the evil effect of the chinch bug com- 
pare with that of others mentioned under topic No. 5. 

48. Learn all you can about this great enemy to 
the farmers' crops, and how you can prevent them from 
destroying the crops. Write to your State Experiment 
Station for bulletins on the chinch bug and how it can 
be destroyed. 

49. Tell something about the life of the plant louse? 

50. As these arc sucking insects, how are they to 
be destroyed? 

51. Tell something about the squash bug. 

52. To which class does it belong — the sucking or 
biting insects ? 

53. What is the most eft"ective treatment to destroy 
these bugs? 

54. What is meant by a ''trap plant." 

55. Why do some persons leave boards on the 
groimd near the plants ? 

56. What is the flea beetle? 

57. Upon what plants does he usually feed ? 

58. Name a simple remedy to prevent this beetle 
from doing great damage. 

59. What is the weevil? 

60. Did any weevil ever get in your wheat when 
in the granary? 

61. How can the weevil be destroyed? 

62. Why should we use great care when applying 
the remedy generally used to destroy the weevil? 



50 AGRICULTURE AND GARDEN! XG FOR SCHOOLS. 

63. What is the Hessian fly? Where did it prob- 
ably come from? 

64. How was it supposed to have been introduced 
into this country? 

65. When and where does this fly deposit its eggs? 

66. What grain crop does it attack? When and 
how does it attack the grain? 

67. Give the general effect of the larvae of this fly 
upon the grain. 

68. What are the most common methods used to 
destroy the fly? 

69. Is the potato insect a bug or beetle? 

70. How can they be destroyed? 

71. Describe the appearance of the tobacco worm or 
larvae. 

72. Did you ever see the moth that is the mother 
of these worms? 

y;i^. Describe this moth and her habits. 

74. How can this moth be poisoned? 

75. Did you ever place poison (cobalt) in a real 
or false Jimson bloom and observe the action on this 
moth after she had visited the bloom? 

76. Tell how tobacco plants may be sprayed and 
the tobacco worm destroyed. 

yy. What other plant besides the tobacco is some- 
times eaten by the tobacco warm? 

78. Compare the damage done by these field insects 
and see which ones are the most injurious to plants. 



AC.RICULTURK AND CARDENINX. FOR SCHOOLS. 

VI.— FARM CROPS. 



(a) 


Ccrn. 


ib) 


Wheat. 


ic) 


Oats. 


(d) 


Rice. 


(e) 


Barley. 


(f) 


Potatoes. 


(g) 


Tobacco. 


(h). 


Peanuts. 


(0 


Rye. 


(J) 


Grasses. 


U') 


Cotton. 


(0 


Sugar cane. 



QUESTIONS ON FARAI CROPS. 

1. How do the above crops compare in value in 
the United States? 

2. What section of the United States is called the 
food producing section ? 

3. Where is the cotton section? 

4. What part of the world's annual cotton crop is 
produced in the United States? 

5. What states of the United States produce the 
most wheat?' 

6. What part of the world's annual wheat crop is 
produced in the United States? 

7. Name the great corn states; tobacco states. 
What part of the world's annual crop of each is pro- 
duced in the United States ?■ 

8. Name four leading varieties of corn raised in 
your locality. (See Farmers' Bulletin, No. 81, Depart- 
ment of Agriculture, Washington, D. C.) 

9. What kind of soil is best suited for corn? 



z2 AGRICULTURE AND GARDENING FOR SCHOOLS. 

10. Why was corn first called maize or Indian corn r 

11. Why is corn called the king of cereals? 

12. How does this crop compare with that of rice 
in the amount consumed yearly by man? 

13. Tell something about the preparation of the seed 
bed for a crop of corn? 

14. Find out what fertilizers are best to use on the 
corn field? 

15. What amount is generally put on per acre? 

16. Give three good reasons why corn should be 
carefully cultivated. 

17. What is meant by the expression ''tillage is 
manure." 

18. What is a corn busker? A shredder? 

19. Why do people ^eVlom leave their corn stalks 
in the field? 

20. Compare the value of timothy or clover hay 
with that of corn stover or fodder. 

21. What causes corn to sucker? 

22. What is usually considered a good yield of corn 
per acre? (For problems in agricultural arithmetic see 
Extension Bulletins published by Ohio State University 
Agricultural College.) 

23. In what months is corn usually planted? (For 
plantino- and cultivating corn see under Boys' Corn 
Growing Contests.) 

24. Name five varieties of wheat. 

25. Is wheat sowed in the fall or spring in your 
neighborhood ? 

26. About what is your average crop per acre ? 

27. What soil is best suited for successful wheat 



28. How can poor clay soils be made valuable for 
wheat production? 



AGRICULTURE AND GARDENING FOR SCHOOLS. 33 

29. Name some legumes that are good to precede 
wheat. 

30. How should the seed bed be prepared for wheat? 

31. What is meant by bearded and bald wheat? 
Z2. Which is the more agreeable to handle? 

^T^. How is wheat sowed in your vicinity? 

34. What fertilizers are most suitable for wheat 
growing ? 

35. What elements are usually lacking in wheat soil? 

36. If wheat should follow any leguminous crop is 
it necessary to add a commercial fertilizer containine 
nitrogen ? Wliy ? 

Zy. In such cases what should the fertilizer added 
contain ? 

38. What element is lacking in the soil when the 
wheat straw is inferior and short? 

39. If the straw is very large and the heads poorly 
filled, what element is needed in the soil? 

40. What causes cheat to grow in wheat? 

41. What causes smut and rust in wheat? 

42. Name three varieties of oats. 

43. What states produce large oats crops? 

44. What foods eaten by man are manufactured 
from oats ? From corn ? From wheat ? 

45. From what country do we purchase rice? 

46. Name the three varieties of rice. 

47. What state in the United States produces the 
most rice ? 

48. Distinguish between upland and lowland rice. 

49. W1iat soils are best suitecf for rice? (See 
Farmers' Bulletin, No. no. Department of Agriculture, 
Washington, D. C.) 

50. Why is drilling any grain better than broad 
casting? 



34 AGRICULTURE AND GARDENING FOR SCHOOLS. 

51. What is red rice? 

52. Have you ever grown any barley? 

53. What states of the United States produce great 
quantities of barley? 

54. What foods are made from barley? What 
beverage ? 

55. Name two kinds of barley. 

56. Name five varieties of potatoes. 

Ky. What soils are best suited for Irish potatoes? 
(See Farmers' Bulletin, Nos. 35 and 91, Department of 
Agriculture, Washington, D. C.) 

58. How should scabby seed potatoes be treated? 

59. Look up the diseases of the Irish potato and 
the remedy for each. (For cultivating potatoes see 
under Boys' Potato Growing Contest.) 

60. How many eyes should be planted to the hill? 

61. Is it advisable to always plant little potatoes 
for seed? Why? 

62. Why do people plant the buds of the under- 
grouud stem of the potato rather than the true seed of 
the potato? 

63. What soils are best suited for sweet potatoes? 
(See Farmers' Bulletin, No. 129, Department of Agri- 
culture, Washington, D. C.) 

64. Name three varieties. 

65. Name some different forms in which the sweet 
potato is put upon the market. 

66. Name two good methods for keepmg the sweet 
potato over winter. 

67. What fooS elements are contained in the sweet 
potato ? 

68. For what purpose are the sweet potato vines 
sometimes used? 



agricvltl'Rf: and gardening for schools. Sd 

69. Give a good plan for planting and cultivating 
the sweet potato? 

70. Name five varieties of tobacco. 

71. What part of the plant is sold? 

'/2. What land is best suited to tobacco culture? 
(See Farmers' Bulletin, No. 83, U. S. Department of 
Agriculture.) 

y^. Why is tobacco such an exhaustive crop on the 
soil? 

74. Wliat crop grows well after tobacco? Why? 

75. How are tobacco plants raised? 

76. How are the seed beds cared for? 

yy. Describe the plan of a tobacco planter? How 
much tobacco can be planted in a day with a planter.^ 

78. What was the early method of planting tobacco? 

79. What is the average yield per acre of the small 
varieties? Large varieties? 

80. Why is tobacco topped? How is this done? 

81. Why must the suckers be kept broken out? 

82. .About how^ many days are required for tobacco 
to grow and mature? 

83. What state in the United States ranks first in 
the pro(hiction of tobacco? 

84. What narcotic is found in tobacco? 

85. How is tobacco cured? 

86. Which is the more harmful to man — Chewing" or 
smoking? Why? 

87. How can we tell when tobacco is ripe? 

88. What varieties are used to make cigars? Plug 
tobacco ? 

89. Name all the operations that are included in the 
cultivation of tobacco from the time the plant seed is 
sown in the bed. 



36 ^ AGRICULTURE AND GARDENING FOR SCHOOLS. 

90. Give three different names that are given to the 
peanut. 

goG. Is this a legume? How can you tell? 

91. What states produce large crops of peanuts? 
(See Farmers' Bulletin, No. 25, U. S. Department of 
Agriculture, Washington, D. C.) 

92. What kind of soil is best suited to the success- 
ful growing of peanuts? 

93. What elements should this soil contain? 

94. Describe the usual method of cultivating the 
peanut. 

95. What is the average yield per acre in the United 
States? 

96. What states produce the largest annual crops? 

97. What soils are best suited for the cultivation of 
rye? 

98. Name three purposes for which rye is used. 

99. How is rye cultivated ? 

100. About what is the average yield per acre? 
loi. Does rye make good pasture? 

102. For what other purpose is rye sometimes 
planted ? 

103. Name the principal grass crops. 

104. Where are the greatest grass sections in the 
United States? 

105. How does the grass crop compare with the other 
farm crops in total annual valuation in the United 
States? 

106. Why do farmers sometimes mix grass seed 
when it is sown? 

107. Which grasses are best suited for cattle? 
Horses? Sheep?* 

108. Which is the better for the soil, clover or tim- 
othy? Why? 



AGRICULTURE AND GARDENING FOR SCHOOLS. 37 

109. Where do the true grasses secure their nitrogen? 
The legumes? 

no. Tell the time and the best method of sowing the 
different kinds of grass seed in your locality. 

111. How should the seed bed be prepared for the 
planting of grass seed? 

112. What grasses are generally used for mowing 
crops? Pasture crops? 

113. Secure samples of all kinds of grass seeds, learn 
to name them, and the use of each crop. 

114. Learn all you can about alfalfa and its uses to 
(he farmer. (See Farmers' Bulletin, No. 330, U. S. 
Department of Agriculture, Washington, D. C.) 

115. Should pasture or hay crops be pastured early 
in the spring? Why? 

116. Learn to tell the best time to harvest each 
variety of grass? 

117. Why should we avoid letting hay crops go too 
much to seed before cutting? 

118. Name all the uses of the grass crops to the 
soil. 

119. Wliat plan should be followed when it is diffi- 
cult to get a good stand of grass? 

120. What elements will aid the soil in producing a 
good stand of grass? How can these be secured? 

121. LIow does the barnyard manure rank among 
other fertilizers in aiding the grass and clover crops? 

122. Give two good reasons why farmers should 
grow alfalfa. 

123. Give three ways of inoculating the soil for al- 
falfa. 

124. Why does disking alfalfa sod sometimes aid the 
growing crop? 

125. Name four kinds of clover. 



38 AGRICULTURE AND GARDENING FOR SCHOOLS. 

126. Which kinds are chiefly cultivated in your 
neighborhood ? 

127. With what crops is clover seed usually sown? 

128. How many pounds per acre are needed in sow- 
ing the clovers? 

129. When is the best time to cut clover hay? How 
should it be cured? 

130. Why is it dangerous to fill hay mows with green 
hay? 

131. When is the tedder usecP What other imple- 
ments are used in hay making? 

132. Why is hay sometimes made into cocks before 
it is taken to the barn? 

133. How should these hay cocks be treated before 
the hay is housed? 

134. Is clover an annual, biennial or perennial plant? 
135- Where is the cotton belt of the United Slates? 

136. What soils are best suited to the successful 
growth of cotton? (See Farmers' Bulletin, No. 217, 
U. S. Department of Agriculture, Washington, D. C.) 

137. What climate is best suited to the growth of 
cotton ? 

138. What state in our Union produces the most 
cotton per year at this tifue? 

139. For what purpose was the cotton plant original- 
ly planted? 

140. Name the two principal varieties of cotton. 
Tell where each grows. ( See Farmers' Bulletin, No. 
302, U. S. Departm.ent of Agriculture, Washington, 
D. C.) 

141. Why should great care be used in the selection 
of seed? (See Farmers' Bulletin, No. 285, U. S. Depart- 
ment of Agriculture, Washington, D. C.) 

142. Tell the complete method of cultivating cotton 



AGRICULTURE AND GARDf:NING FOR SCHOOLS. 39 

from the planting of the seed to the picking time. How 
should the seed bed be prepared? 

143. Why do many prefer the flat culture to the 
ridge? The ridge to the flat? 

144. What implements are used in its cultivation? 

145. How does this crop compare with other farm 
crops in the amount of plant food elements it exhausts 
from the soil? (See Farmers' Bulletin, No. 48, U. S. 
Department of Agriculture, Washington, D. C.) 

146. What plant food elements are consumed by Ih : 
cotton plant? 

147. Name a good method for keeping cotton land 
from becoming exhausted. 

148. Who invented the cotton gin? 

149. What does the cotton gin do? 

150. WHiat is considered an average crop of cotton 
per acre annually? 

151. \M-iat is an average price to receive per pound? 
How much would that be per acre? 

152. What uses are made of the cotton seed? 

153. Why does a large cotton grower usually desire 
to keep stock? 

154. Why do these cotton states raise many cattle? 

155. What elements are usually contained in cotton 
commercial fertilizers? Wliy? (See Farmers' Bulletin, 
No. 326, U. S. Department of Agriculture, Washington, 
D. C.) 

156. What crops can be raised to return nitrogen to 
the soil? 

157. Name some diseases that seriously affect the 
cotton plant. ( See Farmers' Bulletin. Nos. t^t,^ and 302, 
U. S. Department of Agriculture, Washington, D. C.) 

158. What fraction of the world's supply of cotton 
is produced in the United States? 



40 AGRICULTURE AND GARDENING FOR SCHOOLS. 

159. What insect is a serious enemy to the cotton 
crop? How can it be destroyed? (See Farmers' Bul- 
letin, Nos. 209 and 211, U. S. Department of Agricul- 
ture, Washington, D. C. ) 

160. From what country did this insect come? 
About what time was it first noticed in Texas? (See 
Farmers' Bulletin, No. 344, U. S. Department of Agri- 
culture, Washington, D. C.) 

161. How can the cotton be cultivated early enough 
to escape the effects of the boll weevil? (See Farmery' 
Bulletin, Nos. 217 and 314, U. S. Department of Agri- 
culture, Washington, D. C.) 

162. Draw a diagram of the boll w^eevil and explain 
its habits? 

163. Write an essay on the life history of the boll 
weevil. 

164. Wliy should birds be encouraged to frequent 
the cotton fields? 

165. Name other insects that destroy tlie cotton be- 
sides the boll weevil. 

166. Flow can they be destroyed? (See Farmers' 
Bulletin, No. 223, U. S. Department of Agriculture, 
Washington, D. C.) 

167. Name several purposes for which cotton is used? 

168. How far north can cotton be successfully culti- 
vated ? 

169. About what time was the sugar cane plant in- 
troduced in the South? 

170. What states now produce the largest annual 
crops of sugar cane? 

171. Give a description of the sugar cane plant. 

172. Name three varieties of cane. 

173. Does this cane fiower and produce seed? Why? 



AGRICULTURE AND GARDENING FOR SCHOOLS. 41 

\ 

174. What soil is best adapted to the cultivation of 
sugar cane? What climate? 

175. Why does cane require well drained land? 

176. Tell the complete process of planting and culti- 
vating sugar cane. 

177. What fertilizers are mostly used on cane fields? 

178. What is meant by plant cane? Rattan? 

179. About what per cent, of the juice is sugar? 

180. What amount in tons is counted an average 
yield in the United States? 

181. Write an essay on making syrup. Sugar. Mo- 
lasses. 

182. If vou ever visited a sugar factory write an 
essay on the subject, '*My First Visit to a Sugar Fac- 
tory." For other information on sugar cane write tc 
the Louisiana Sugar Experiment Station, New Orleans 
Louisiana. 

VII.— ANIMALS ON THE FARM— THEIR USES. 

(a) Horses. 

(^7) Cattle. 

(c) Sheep. 

(d) Swine. 

(c) Poultry and birds. 

1. From what country did the wild horse come? 

2. Account for the vast difference between the 
sizes of the draft horse type and the pony. 

3. What are some of the earliest records concern- 
ing the use of the horse by man? 

4. Name all the purposes for which the horse is 
used in the United States? 

5. In what European countries is horse flesh sold 
in the meat markets ? 



42 AGRICULTURE AND GARDENING FOR SCHOOLS. 

6. For what purpose is horse hide or skin used ? 
The hoofs and bones? 

7. What is usually the difference between the work 
horse and the driving horse in size and form ? . 

8. Name five heavy or draft breeds. 

9. Name three carriage or coach breeds. 

10. Name two light or roadster breeds? 

11. Describe the general appearance of the draft 
breeds. (See Extension Bulletin, V^ol. 3, No. 5, Ohio 
State Agricultural College, Columbus, Ohio.) 

12. Describe the general appearance of the coach 
breeds. The light or roadster breed. 

13. Why should the horse be w^ell cared for? (See 
Farmers' Bulletin, No. 22, U. S. Department of Agri- 
culture, Washington, D. C ) 

14. What is the name of the fastest pacing horse in 
the United States? What is his record? 

15. What is now the fastest trotting horse? His 
record ? 

16. Wliy are imported horses usually larger than 
our native horses? 

17. What states take particular pride in raising fine 
horses? 

18. What do you mean by branded horses? West- 
ern horses? . 

19. Name three varieties of ponies. 

20. What is the average age of a horse? 

21. What city improvements have greatly decreased 
the number of horses used? 

22. How can the age of a horse be judged? Can 
you do this? If not, have some one explain the method. 

22^. At wdiat age are colts usually broken to work 
or drive? 



AGRICULTURE AND GARDENING FOR SCHOOLS. 43 

24. What are the quahties of a good riding horse? 
Driving horse? Working horse? 

25. What is meant by "off horse," "near horse," 
"single hne horse?" 

26. Name some diseases of the horse. 

27. Name some bad habits of the horse. 

28. How can the horse be broken of these bad 
habits? 

29. What is meant by a sound horse? 

30. Name some points that are considered in judg- 
ing the different classes of horses. 

31. What did the term "cattle" formerly signify? 
2^2. From what countries did the first cattle come? 

33. How have cows been brought to such a great 
state of usefulness? 

34. Name all the uses that cattle are to man. 

35. Name the two main classes of cattle. 

36. Name three of the beef breed class? Three of 
the dairy breed class? 

37. Describe in full the general appearance and use 
of the beef breed type. Dairy breed type. 

38. Name some plans of keeping records of the 
milk and butter fat produced by a cow. ( See Farmers' 
Bulletin, No. 42, U. S. Department of Agriculture, 
Washington, D. C.) 

39. What is meant by balanced ration? Give ex- 
ample. 

40. What foods are rich in protein? Carbohydrates 
and fats? 

41. What is a silo? How is it made? (See Farm- 
ers' Bulletin, No. 32, U. S. Department of Agriculture, 
Washington, D. C.) 

42. What is ensilage? How is it produced? 



44 AGRICULTURE AND GARDENING FOR SCHOOLS. 

43. What are some rules that should be observed in 
milking? Why are cattle sometimes dehorned? 

44. What is buttermilk? Colostrum? 

45. What is taken from milk in skimming? 

46. For what purposes is skimmed milk used? 

47. What is cream? .V churn? 

48. What process changes cream to butter? 

49. Name several kinds of churns and tell how they 
are made. (See Farmers' Bulletin, No. 349, U. S. De- 
partment of Agriculture, Washington, D. C.) 

50. What rules should be observed in the care of 
the milking utensils? 

51. What causes milk to sour? 

52. How does unclean utensil affect milk? (See 
Farmers' Bulletin, No. 63, U. S. Department of Agri- 
culiure, Washington, D. C.) 

53. What crops should a dairyman cultivate upon 
the farm ? 

54. W1iy are cowpeas, alfalfa and clover so import- 
ant to the dairyman? 

55. What is a separator? A tester? Why are 
these used? (For experiments with milk and butter 
see Extension Bulletin, Vol. 2, No. 4, Ohio Agricultural 
College, Columbus, Ohio.) 

56. What is certified milk ? 

57. What states of the United States produce the 
most cattle? 

58. What European countries export butter and 
cheese ? 

59. What countries in South America export cattle 
and hides? 

60. Have we any records concerning the time when 
the sheep was first domesticated by man? 

61. Whv is it useful to man? 




Independent School Display. (See pages 120, 127.) 




A Part of Rock School Seed Exhibit. (See page 126.) 



46 AGRICULTURE AND GARDENING FOR SCHOOLS. 

62. Why do so many farmers keep sheep? (See 
Farmers' Bulletin, No. 96, U. S. Department of Agri- 
culture, Washington, D. C.) 

63. Name the three general classes into which sheep 
are usually divided. 

64. Name two varieties of the fine-woolcd breeds. 

65. Name three varieties of the medium-wooled 
breeds. 

66. Name two of the long-wooled breeds. 

67. About what is an average amount of wool to 
secure yearly from a sheep of each class? 

68. What is an average price for a farmer to secure 
for his wool? 

69. About what amount of money would be secured 
for the wool from one hundred sheep of each class in 
a year, provided the farmer secured thirty cents a pound 
for his wool taking it as a whole? 

70. Which of the three classes of w^ool usually sells 
the highest? 

71. Which class usually produces the largest amount 
of wool per sheep? 

y2. Why do farmers sometimes wash their sheep? 
y}^. Name some diseases of sheep. How can these 
be ]:)revcnled ? 

74. Name some points in judging sheep. (See Ex- 
tension Bulletin, Vol. 4, No. 4, O. S. U. Agricultural 
College, Columbus, Ohio.) 

75. Write an essay on the "Angora Goat Raising." 
(See Farmers' Bulletin, No. 137, U. S. Department of 
Agriculture, Washington, D. C.) 

76. W1iat climate is best adapted to sheep raising? 
yy. How does rainy w^eather aiTect sheep? Cold 

weather? Hot weather? 

78. Of what countries is the wild boar a native? 



AGRICULTURE AND GARDEN I NX, FOR SCHOOLS. 47 

79. How do you account for the great change in 
the appearance of our present stock of hogs and tlie 
original stock? 

80. Wouki the wild stock fed the same feed that 
our native stock receives present the same appearance 
after two or three months' feeding? Why? 

81. What is it that improved the type of all stock? 

82. Is the wild boar still found? Where? 

83. What places do they most generally frequent in 
their native country? Upon what do they feed? 

84. Are wild boars dangerous to man? 

85. How does pork meat rank among the other 
meats used for food by man? 

86. What is meant by "scrubs" and "razorbacks" 
and pure breeds? 

87. Why should scrubs always be eliminated from 
the flock? 

88. Name five different breeds of hogs. 

89. What crop is the most important to hog raisers? 

90. What state in the United States produces the 
most corn? The most hogs? (See Farmers' Bulletin, 
No. 100, U. S. Department of Agriculture, Washington, 
D. C.) 

91. What other foods are good for hpgs? 

92. Should hogs be confined in small pens? If they 
are, what caution should be observed? 

93. Name some diseases of the hog. 

94. Which disease is the most serious? 

95. How can this be prevented ? Is there a cure for 
this disease? (See Farmers' Bulletin, No. 24, U. S. De- 
partment of Agriculture, Washington, D. C.) 

96. What forage crop is best for hogs? 

97. Explain the process of curing meat. ( See 
Farmers' Bulletin, No. 83, U. S. Department of Agri- 
culture, Washington, D. C.) 



48 AGRICULTURE A>xD GARDEXIXC. FOR SCHOOLS. 

98. Name the two cities of the United States that 
are our greatest meat markets. (See Farmers' Bulletin, 
No. 184, U. S. Department of Agriculture, Washington, 
D. C) 

99. What is the average age of cattle, sheep, horses 
and swine? 

100. For what purposes were fowls formerly used? 

101. Name four good reasons why farmers should 
raise poultry. 

102. About what amount of money is received each 
year in the United States from the sale of eggs? 

103. Name five kinds of poultry. 

104. Name the breeds into which chickens are some- 
times divided. (See Farmers' Bulletin, No. 51, U. S. 
Department of Agriculture, Washington, D. C.) 

105. Name two of the egg breed class. Two of the 
meat class. Two of the general purpose class. Two of 
the fancy or ornamental class. 

106. Give five good rules to be observed by poultry 
raisers. 

107. 'What is an incubator? How is it made? 

108. What is a brooder? How is it made? 

109. How long does it take eggs to hatch from the 
following kinds of poultry : chickens, ducks, geese, tur- 
keys and guineas. (See Farmers' Bulletin, Nos. 64, 
128, 182, 200, 234, 236, 287. These bulletins are all 
valuable for farmers and students desiring to learn more 
about poultry raising. Nos. 355 and 357 are now in 
press. The above can all be secured by writing U. S. 
Department of Agriculture, Washington, D. C.) 

110. Name thirty common birds. (See Farmers' 
Bulletin, No. 54, U. S. Department of Agriculture, 
Washington, D. C.) 



AGRICULTURE AND GARDEXING FOR SCHOOLS. 49 

111. Name twenty useful birds. Why are they use- 
ful? 

112. What are insectivorous birds? Name ten of 
such birds. 

113. What are grain eating birds? Name five of th:s 
class. 

114. What are fruit eating birds? Name five of 
this class. 

115. What insectivorous birds tiy by day and secure 
thein foods ? 

116. What day flying insects are eaten by the^e 
birds in answer No. 117. 

117. What insectivorous birds fly by night and secure 
their food? 

118. What night flying insects are eaten by these 
birds in answer No. 119? 

119. Name some orchard insects. What birds de- 
stroy orchard insects? 

120. Name some field insects. What birds destroy 
field insects? 

121. Name some garden insects. What birds destroy 
garden insects? 

122. Name some forest insects. What birds destroy 
forest insects? 

123. Name some water insects. What birds destroy 
water insects? 

124. Look up some good methods to attract the birds. 
(See the following for other bird studies: Useful Birds 
and Their Protection, by E. H. Forbush ; Birds in Their 
Relation to Man, by C. M. Weed and Ned Dearborn; 
F. S. Mathews' Field Book of Wild Birds and Their 
Music.) 



AGRICULTURE AND GARDENING FOR SCHOOLS. 51 

A Course of Study in Agriculture for a 
Junior High School 

INTRODUCTION 

The work suggested in the following course of study 
is suitable for the seventh, eighth and ninth grades. 
It is planned for what we call a Junior high school. 

The arrangement of topics has been in so far as 
possible according to seasonal sequence. The work is 
also divided into months as an aid to the untrained 
teacher of vocational agriculture. 

We shall assume that the school is to continue for 
a term of nine months, beginning in September and 
closing in May. Also that agriculture is to be taught 
in the Senior high school ; that is, in the tenth, eleventh 
and twelfth years. 

This course is, in other words, to be merely an intro- 
duction to the work of the Senior high school in agri- 
culture. It is to give the student some notion of the 
content of a course in agriculture. By the time he 
finishes the ninth year he should have decided whether 
or not he cares for the agricultural work found in the 
Senior high school grades. If he desires to leave at 
the end of his ninth year he does so with the satisfac- 
tion of having investigated some of the problems con- 
nected with farm life. 

We contend that this early introduction of elemen- 
tary agriculture will do much to hold pupils until the 
tenth year of school, as well as to give them a greater 
desire to graduate from the Senior high school. It 
will afiford an opportunity of giving instruction to a 
group of boys and girls who are at an age to enjoy the 



52 AGRICULTURE AND GARDENING FOR SCHOOLS. 

outdoor life, the many activities that are called into 
play, and the great variety of experiments, observa- 
tions and surveys to be conducted. 

Pupils taking this course should use a text-book pre- 
pared for these grades and arranged on the seasonal 
sequence plan. They should have access to a number 
of supplementary texts suitable for these grades ; a 
well catalogued list of agricultural bulletins; illustra- 
tive material for the classroom ; sufficient time for ex- 
periments, verifications, demonstrations, surveys, and 
the facilities for some sort of home project work. The 
project may extend over one month, one semester, the 
summer season, the school or calendar year. There 
must be a definite plan for tying up the book work 
wath that done in the laboratory and on the home 
ground or farm, as project or contest work. 

No pupil should receive monthly, semester or yearly 
grades until all experiments, verifications, demonstra- 
tions, surveys and project w^ork have been satisfac- 
torily completed. 

All home work should be supervised by a properly 
qualified person and credit given in September for 
definite constructive work done at home during sum- 
mer months. 

OUTLINE OF COURSE 

Seventh Year — First Semester 

SEPTEMBER 

Study of cabbage worm or a common insect found in 

the school district. Make a survey to discover eflfects 

of injurious insects in the district and the methods 

used for their eradication. Have reports on success of 

garden and field contest work during the past summer, 

with exercises in judging vegetables and farm crops. 



AGRICULTURE AND GARDENING FOR SCHOOLS. 53 

Preparation for school fair, arrangement of exhibit, 
rules and regulations for holding a school fair. 

The Home Project. — Select a home project for the 
month, semester or school year. See suggested list of 
home projects on page 60. 

OCTOBER 

Corn. — Study types of corn grown in neighborhood. 
Select seed ears. Methods used in district for select- 
ing seed corn. Methods of preserving seed corn. Seed 
drying devices used. Harvesting^ storing and market- 
ing corn. Corn judging. Use of score card. Storing 
farm crops for winter. Silage, best varieties of corn 
for silage. Other crops used for silage. Silage ma- 
chinery. Methods of building silos. How find capac- 
ity of different shaped silos. Visit a nearby silo and 
observe method used in filling same. Storing vege- 
tables. Methods used in school district. Storing, har- 
vesting and marketing fruit. 

NOVEMBER 

Protection of trees against rodents. Demonstrate 
on trees in home orchard. AVhat methods are used in 
neighborhood for 

Housing and care of cows for winter. 

Housing and care of hogs for winter. 

Housing and care of horses for winter. 

Housing and care of sheep for winter. 

Housing and care of poultry for winter 

How could these methods be improved? 

DECEMBER 

Selection of meat animals. Demonstrations to show 
methods. Butcherinsf on the farm. Observe methods. 



54 AGRICULTURE AND GARDENING FOR SCHOOLS. 

How cut Up animals. Curing and caring for meat for 
home use. Demonstration. Location and study of 
meat cuts. Relative value of each cut. Census of farm 
animals. 

JANUARY 

Study of farm machinery. Survey of kinds used in 
district. How are they protected for winter. Prepar- 
ing machinery for spring and summer use. Relative 
value of differnt kinds of machines used on home 
farms. Demonstrations to show working parts of ma- 
chinery on home farms. Make a study of the evolution 
of farm machines. 

Second Semester 

FEBRUARY 
Spraying for scale, pruning of fruit and forest trees. 
Demonstrations in neighborhood. Testing of corn, 
clover, alfalfa and other farm seeds for purity and 
vitality. Select a project for the month, semester, or 
semester and summer months. 

MARCH 
Testing of garden and flower seed for home and 
school gardens. Study of plans for the school and 
home gardens. Demonstrations in methods of graft- 
ing and budding. Study of shrubs for school and home 
use. Culture of same. Prepare for participation in 
club work carried on in county and state. 

APRIL 
Study of birds. Bird migration. Familiar and use- 
ful birds. Why useful? Birds commonly called harm- 
ful. Are they considered harmful in neighborhood? 
Observe birds, note habits and food they eat. Bird 



AGRICULTURE AND GARDENING FOR SCHOOLS. DO 

protection plans. State and national laws for bird pro- 
tection. Make a survey to find out what birds are 
most common in your district and what means, if any, 
are being taken to provide for their protection. 

MAY 
Study sanitary conditions of neighborhood. Dis- 
cover, if possible, whether or not common diseases of 
live stock exist to any great extent. Find out causes 
and common remedies. 

Eighth Year — First Semester 

SEPTEMBER 

Dissemination of seed, methods. Seed moisturg. 

Osmosis. Vitality and preservation of seed. Food 

substances in seeds. Parts of a seed. Selection of 

home project for month, semester or year. 

OCTOBER 

Study of fall wheat or rye. Preparation of seed bed. 
Purity of seed. Treatment of seed wdieat for smut. 
Vitality of seed. Planting methods; fertilizer used; 
how applied. Insect enemies and plant diseases com- 
mon to locality that affect wheat or rye. Soil and cli- 
mactic conditions favoring early planting and growth. 
Variety producing the best results in your community 
last year. Steps necessary to improve these crops in 
the neighborhood. 

NOVEMBER 

Beef cattle, method of selection. Demonstrations. 
Rations necessary for preparing cattle for fall market. 
Dairy cattle, method of selection. Demonstrations. 
Fall rations used in district. Milk and its products. 
Tlie Babcock test (demonstrations). 



56 AGRICULTURE AND GARDENING FOR SCHOOLS. 

DECEMBER 
Feeding hens for winter laying. Survey for study 
in district of best winter laying breeds. Grading, can- 
dling and marketing eggs. Judging poultry. Demon- 
strations. Winter poultry exhibits. 

JANUARY 
Meat breeds of hens. General purpose breeds. Sur- 
vey for study in district of best meat and general pur- 
pose breeds. Care of eggs for hatching. Incubators 
and brooders. Demonstrations, hatches and use of 
brooder. Care of young chicks. Shipping day-old 
chicks. Plans for building poultry houses. Plan gen- 
erally used in community. Visit and study plans used 
by diilerent farmers. 

Second Semester 

FEBRUARY 
Purity and vitality of oats and corn. Treatment of 
oats for fungous diseases. Demonstration. The school 
laboratory should be used for this work upon the re- 
quest of an}^ school patron. Treated and untreated 
seed should be sowm side by side on the school or home 
farm to show advantage of sowing treated seed. Select 
home project for month, semester, or semester and 
summer months. 

MARCH 
Hotbeds and cold frames, their construction and 
care. Contest among pupils in raising early plants for 
market. Spraying demonstrations. Study of garden 
and field planting plans. Seed testing continued. Study 
of seed varieties, quantity used per acre and methods 
of planting. 



AGRICULTURE AND GARDENING FOR SCHOOLS. 57 

APRIL 

Preparing the seed bed for early garden and field 
crops. Improving school and home grounds. Care of 
young animals on the farm. Spring exhibits of live 
stock and stock judging contests between neighboring 
school districts. 

MAY 
Planting and cultivation of garden and field crops. 
Study of district to find out varieties planted and why. 
What new crops have recently been introduced? What 
results were secured? Is there any apparent tendency 
to standardize crops in the district? What are the 
results? 

Ninth Year — First Semester 
SEPTEMBER 
W>eds and weed seed. Special study of wild carrot 
or common weed. Weed census. Methods of eradica- 
tion in locality. Poisonous weed. What poisonous 
Vvceds are found in your school district? ^^^ceds used 
in medicine. Identification of weed seed. Selection of 
home project for month, semester or year. 

OCTOBER 
Origin of soil ; classes of soil ; percolation of water 
in soils. Gravitational and capillary water. Capillary 
movement of water in soils. Rate of capillary move- 
ment of water in soils. Soil mulches. Farm drainage. 
Loss in crop value by lack of drainage in district. Soil 
identification. Liming soils. Tests for acid and lime 
in soils. Demonstrations. Finding soil temperature. 
Compare soil temperature of different soils. Why this 
difference? 



58 AGRICULTURE AND GARDENING FOR SCHOOLS. 

NOVEMBER 

Protection of feed for winter. Food substances in 
plants. Composition of feeds. Balanced rations for 
various farm animals under different conditions. Feed- 
ing farm animals. Judging farm animals. Demon- 
strations. 

DECEMBER 

Animal manures, relative values. Protection needed 
to prevent waste or loss of plant food values. Crop 
manures. Kinds in your district. Fertilizers (com- 
mercial). Value of fertilizers used last year in district. 
Kinds — nitrogenous, phosphoric acid and potash. 
Learn how each is prepared. Home mixing of fertil- 
izers. Demonstrations. SurA^ey of district to find out 
kinds of fertilizers most commonly used. On what 
soils and for what crops. Do the farmers generally 
feel it pays to use commercial fertilizers? 

JANUARY 

The use of trees. Farm forestry. Study of forest 
conditions in neighborhood. Location of farm build- 
ings. Building plans. Study of lumber; how protected 
for winter. Construction of farm buildings. Road 
building plans, materials and machinery. Uses of con- 
crete on the farm. Demonstrations. 

Second Semester 

FEBRUARY 
Preparation of window boxes. Starting plants in 
the greenhouse. Study of importance of good seed. 
Survey to find crop results, where good and poor seed 



AGRICULTURE AND GARDENING FOR SCHOOLS. 59 

were used. How were seeds preserved where good re- 
sults were obtained. Extent of use of particular va- 
rieties of farm, garden, orchard and small fruit crops 
in your district. Compare and note results on differ- 
ent soils of the district. Selection of home project for 
month, semester, or semester and summer months. 

MARCTI 

Plowing, Preparation of seed bed for spring crops. 
Crop rotation methods used in district. Leguminous 
crops. Kinds most commonly grown. Variety of each 
giving best results. Bacteria — nitrifying and denitri- 
fying. 

APRIL 

The planting and cultivation of corn. Home and its 
beautification. Landscape gardening. The school 
grounds and their improvement. Celebration of Arbor 
Day. Plant trees at home on farm land not used' for 
other crops. Culture of grapes, peaches, plums, mel- 
ons, tomatoes, onions and beets. 

* MAY 

Attitude of community toward farm, home and 
school improvemen't. Per cent, of farmers who own 
and operate their own farm. Average rent secured. 
Grain or money rent. Average income of tenants. 
Average per cent, landowner receives upon his invest- 
ment. Agricultural clubs, agricultural exhibits. Bene- 
fits resulting from club work. Farmers' attitude to- 
ward club work. Discussion of best farm literature 
published. How secured. Agricultural libraries. 



60 AGRICULTURE AND GARDENING FOR SCHOOLS. 

PROJECTS FOR STUDENTS IN AGRICULTURE 

Projects suitable for school pupils studying agri- 
culture may 'be divided into three classes, viz. : 

1. Improvement. 

2. Demonstration. 

3. Production. 

Improvement Projects may Include the Following : 

Reclaiming worn-out soil or an old apple orchard; 
rearranging farm building to add to convenience of 
farmer; better rotation methods; improvement of all 
sorts of feeding devices ; planting plans ; change of 
fences i:o make fields better shape; tile drainage im- 
provement; improvement in lawns by regrading and 
reseeding; modern water system for bath and sewage 
in house, and for watering stock in barn and fields. 

Demonstration Projects 

Use of incubators and brooders; use of lime for soil 
improvement; fertilizer tests; treatment of potatoes 
for scab, or oats for smut; testing of various feeding 
methods and rations ; use of different materials for 
sprays; crossing of breeds in animals; varieties of 
fruits for improvement ; effect of inoculation for leg- 
umes, and animals for prevention of disease. 

Production Projects 

Production of a certain farm crop on a scientific 
plan; egg contests by keeping records of cost of pro- 
duction ; school nursery for growing trees ; milk pro- 
duction; pig growing; spra^dng orchards; raising 



AGRICULTURE AND GARDENING FOR SCHOOLS. 61 

plants in hotbed, and feeding some kind of live stock 
for market. 

Monthly Projects 

When monthly projects are undertaken they should 
be closely related to the school work taken in any par- 
ticular month. Only such projects should be assigned 
as can easily be completed in four weeks. 

Text Books Suitable for Teaching Course 

1. One Hundred Lessons in Agriculture. A. W. 
Nolan. Rowe, Peterson Ri Co., Chicago. 

2. Practical Lessons in Agriculture. Ivins and Mer- 
rill. American Book Company, New York City. 

v3. Agriculture for Common Schools. Fisher and 
Cotton. Chas. Scribner's vSons, New York. 

4. Rural School Agriculture. C. AV. Davis. Orange 
Judd Co., New York. 

5. Agriculture for Beginners. Burkett, Stevens and 
Llill. Ginn & Co., New York. 

The first tw^o texts are arranged on the seasonal 
sequence plan. The second is a text-book, also a lab- 
oratory manual and note-book. 

Suggested Minimum Equipment 

Babcock tester with milk and cream outfit, pruning 
shears, pruning saw-, tree pruner, budding knife, set of 
dry measures, microscope, chemical thermometer, trip 
scale, small spraying outfit, soil thermometer, test 
tubes, materials for testing for acid and lime. 

A large part of the apparatus should be made by the 
boys in the school or home shop. 



62 .AGRICULTURE AND GARDENING FOR SCHOOLS. 

EXERCISES ON SOIL. 
Topic No. 1. 

I — Object: To Study Soils. 

Apparatus: Samples of clay, graz'cl, sand, loam and 
leaf mold. 

Compare these carefully and note the different tex- 
ture of each. 

II — Object: To Test Retention of Water in Soils. 
Apparatus: Tiz'c glass bottles or fruit jars. 
Secure five large size funnels. Fill each funnel with 
a different kind of soil as secured under No. i (same 
amount in each by weight). Tie a muslin cloth over the 
small end of each funnel to prevent the earth from wash- 
ing through. Then place the five funnels in the five glass 
fruit jars. Pour an equal amount of water in each fun- 
nel at the same time and note the soil that permits water 
to pass through the fastest — the soil that retains water 
longest. Find how each soil ranks in its power to re- 
tain water. After two or three pourings weigh eacli 
funnel (as you did r.f'.er filling) and note the sligiit 
difference in weight. Which soil retained the most 
water? Which soil would dry off the soonest after a 
heavy rain? Which soil would be read\- to plow first 
in the spring? Which soil would stand a very dry sum- 
mer best? Which would stand a wet summer best? 

Ill— Object: To Slwz^' Rise of JJ^ater in Soils (Capil- 
larity.) 

Apparatus : Five baking pozcder cans. 

With a large nail make several holes in the bottom of 
each can. Through these holes the water will rise. After 
the five cans have been filled with the different soils, set 
them in a pan containing water. Do not set cans fiat on 



AGRICULTUKE AND GARDENING FOR SCHOOLS. 63 

the bottom but on ctlgcs of two small boards previously 

plaeed in pan. Which soil showed moisture at the top 

first? Which last? Write in order those that. are the 
most porous. 

IV — Okject: To Show Effect of Drainage. 

Apparatus: A can or a milk crock. 

Fill it with clay or loam. In this earth plant some 
seed. Take another can or flower crock, each of which 
must contain oi)enings in the bottom. Fill them with 
clay or loam. In this earth plant same kind of seed as in 
the other. Fvery day or two pour water in both cans or 
crocks. Keep this up for ten or fifteen days and at the 
same time sec that both cans or crocks are in a w^arm, 
light i)lace. Which plants grow the better, those in the 
crock or pan with holes in the bottom permitting the ad- 
mission of air and drainage or those in the solid can or 
crock ? 

V — Object: To SIiozu Effect of Air in Coils. 

Apparatus: Two chalk boxes. 

Fill one with loam, loosely packed. V\\\ the other 
box with clay or leaf mold, tightly i)acked. Plant the 
same kind of seed in each one and give both the same 
attention. In which does the plant seem to grow the 
better ? 

VI — Object: To Show Effect of Air on Plant 
Growth — Xecd of Ventilation. 

Apparatus: Beans, jar and water. 

Soak some beans in water for about twenty hours. 
Fill about two-thirds full of a small glass jar with these 
soaked beans. Pour in a sufficient amount of water to 



64 AGRICULTURE AND GARDENING FOR SCHOOLS. 

cover them about one-half inch. Cork the bottle tightly. 
The seed may sprout but will not grow. Why? 

A Hghted paper will not burn on removing the air- 
tight cork. Why? When the surplus water is remove:! 
and fresh air is admitted they start to grow. Why? 
Does drainage assist in ventilating soils? 

VII — Object: To Shozv Seed Needs Plant Food. 

Apparatus: Seed planted in pure saiid. 

Keep the sand damp. Seed sprout well but will not 
grow. Why? Add rotten leaves, stable fertilizer, or 
some good black dirt. Note the change in the plant. 

VIII — Object: To Shozc Advantage Gained by 
Iinproz'ing the Soil. 

Apparatus: Four boxes about three by four feet. 

Fill each box with the same kind of soil. In No. i 
place a small quantity of stable fertilizer. In No. 2 a 
small quantity of high grade commercial fertilizer. I:i 
No. 3 same quantity of cheap commercial fertilizer. I 1 
No. 4 omit fertilizer. Plant same kind of seed in ca.h 
box ; cultivate all plants in each box by the same method. 
Notice the difference in the plants that received the fer- 
tilizers and those not receiving any. 

IX — Object: To SJwic Xeed of Heat in Soil. 

Apparatus : Tzco cans or crocks. 

Plant same kind of seed in each using the same kind 
of soil. Place one where it will be light and warm, the 
other where it is cold (not freezing) and light. Not: 
difference in growth. What can a farmer do to r.dd 
warmth to his soil. 



AGRICULTURE AND GARDENING FOR SCHOOLS. 65 

X — Object: To Shoic Change of Heat in Soil. 

Apparatus: Tico cans. 

Fill one with dry sand or loam ; fill the other with 
wet sand or loam. Place a thermometer about a half 
inch under the soil in each can. Place the cans in the 
sunlight. Note the change of temperature from time to 
time of each can. Which will have the higher tempera- 
ture? What effect will tile drains have on temperature? 

XI — Object: To Sliocv Effect of a Mulch on the 
Moisture Retaining Properties of the Soil. 

Apparatus: Four small boxes. 

Procure boxes about six inches deep and fill each 
one-half full of the same kind of soil. Pour the same 
amount of water into each box. Cover the soil in 
box No. I with two inches of dry sand : in box No. 
2, cover with two inches of loose, dry soil of the 
same kind as the bottom contains; in box No. 3 
cover with two inches of cut straw ; in box No. 
4 with packed soil of the same kind as in the bottom 
of tlie box. Weigh each box and make a record. In 
ten days weigh all boxes again. Which box lost the 
most moisture? Wdiich box lost the least? What 
reasons has the farmer for frequent stirring of the soil? 
Should ground be plowed frequently in dry weather? 
Why? 

XII — Object: To Sliozv Effect of Fertilizer on Crops. 

If your father is fertilizing any of his farm crops 
have him skip a few feet occasionally in different parts 
of the field with his fertilizer drill and note the differ- 
ence in the growth, during the season, of plants receiving 
fertilizer and those not' receiving any (where the drill 
had ski])])cd). 



(^6 AGRICULTURE AND GARDENING FOR SCHOOLS. 

EXERCISES ON PLANTS. 
Topic No. 2. 

XIII — Object: To Study Root Conditions. 

Apparatus : TJic roots of several zveeds and vege- 
tables. 

Compare these roots and note the difference. 
Which have fibrous roots? Which fleshy? Which have 
long tap roots? To observe root hairs sprout wheat, oat 
or beans between moist blotting paper.' 

XI\' — Object: To Show Root Conditions of Legumes. 

Apparatus: The roots of clover, cozv peas, vetches 
and alfalfa plants. 

Gather these in such a careful manner as to preserve 
all roots. Wash the roots carefully and see which has 
the greatest number of nodules. Which is best to im- 
prove the soil? 

XV — Object: To Shozv Effect of Sap Current. 

Apparatus: A girdled buckeye limb. 
Girdle a thorn or buckeye limb or tree down to the 
wood in a complete circle. Note the 'effect upon the tree. 

XVI — Object: To' Learn Parts of a Flozver. 
Apparatus: A blossom. 

Gather flowers that contain all the parts, and with a 
sharp knife take each part out of the blossom and name. 

XVII — Object: To Find Parts Present. 

Apparatus: Cross section of clicrry blossom. 
Find a cherry blossom. Cut a cross section of the 
blossom. Name the parts present. 



AGRICULTURE AND GARDENING FOR SCHOOLS. 67 

XVIII — Object : To Find Stamens and Pistils. 

Apparatus: Straivbcrry blossom. 

Perfect flowers have both stamens and pistils present. 
Vm(\ such a flower in the strawberry patch and point out 
these organs. 

XIX — Object: To Compare Perfect and Imperfect 
Flozvcr. 

Apparatus: Straivhcrry blossoms zvith pistils only. 

Flowers having pistils only are imperfect flowers (pis- 
tillate). Find such a strawberry blossom and compare 
it with the flower. 

You have under* exercise No. i8 what must happen 
before an imperfect flower will produce fruit. What 
kind of flower is found on the Indian corn plant? 
Where are the stamens on the corn plant? The pistil? 

XX — Object: To Shozv What is Xecessary 
to Produce Seed. 

Apparatus: Perfect and imperfect cucumber blos- 
soms. 

Cover up a few flowers that contain only pistils. 
Did any seed develop? Why? Will flowers that con- 
tain only stamens (staminate) ever produce seed? 
Why ?* How are new and Improved varieties of plants 
obtained ? 

XXI — Object: To Learn Troublesome Weeds. 

Apparatus : A good specimen of each of the fol- 
lowing troublesome zt'ceds. 

Learn to recognize and name them : Burdock, Can- 
ada thistle, ox-eyed daisy, cocklebur, pig-weed, snap- 
dragon, sow-thistle, sour-dock, plantain, wild lettuce, 
wild carrot, quack gra^s, Russian thistle, wild par- 
snip, mustard, horse-tail, iron-weed, and others that 



68 AGRICULTURE AND GARDENING FOR SCHOOLS. 

may be common in your neighborhood. Can you 
tell the history of these weeds? Many were brought 
to this country in an early day and planted for orna- 
mental purposes. Find out which ones. Make a col- 
lection of weed seed and learn to name each kind. (See 
Ohio Weed Manual published at Wooster Experiment 
Station, Wooster, Ohio, or see Farmers* Bulletin No. 28, 
U. S. Department of Agriculture, Washington, D. C.) 

XXII — Object: To Learn Good Seed Corn. 

ArPARATr-s: Bulletin, No. 2gg (U. S.). 

Study of the general rules for selecting good seed 
corn. Study how to judge good seed corn. Take several 
ears of each of the principal varieties and select the best. 
Secure and study Farmers' Bulletin, No. 229, U. S. De- 
partment of Agriculture, Washington, D. C. 

XXIII — Object: To Learn to Test Seed for its 
Jltality (Holden's Plan). 

(See Illustration page 100.) 

Apparatus: A seed tester. 

If corn is to be tested, prepare a germinating 
box. Take a few boards and make a simple box 
about ten by twelve inches with either four or six 
inch boards. Fill this box about half full ■ of .earth 
or sawdust. Over this place a cloth made the same 
size as the box. Mark this cloth off in squares of 
equal size. After making the earth or sawdust moist 
with water cover it with the ruled cloth. If there were 
twenty-five or thirty sections on the ruled cloth take as 
many seed ears as there were sections and number each 
ear to correspond with a section. Take from different 
parts of each ear, say eight or ten grains. Place these 



AGRICULTURi: AND GARDENING FOR SCHOOLS. 69 

grains m the section that corresponds with the number 
of the ear. After the grains have been properly placed 
in each section, put a strip of muslin cloth over the top 
of the box so as to rest flat on the corn. On the top of 
this cloth place moist sand in sack. Observe the corn from 
day to day so as to examine the root hairs, as well as the 
sprouts that come on the fertile grains. Find the per 
cent, in each section that were fertile. Any ear making 
eighty-five or ninety per cent, is good enough for seed. 
Those falling below^ sixty or seventy per cent, should be 
discarded. This box should be kept in a place having 
about the same temperature as would naturally be the 
case out of doors in corn planting season. 

XXI\^ — Object: To Compare Jltalify of the Seed in 
Different Kinds of Corn. 

Apparatus: A tester. 

Place grains of dilierent sizes and shapes, or from 
different varieties of corn, in the tester. Watch the 
germination of the seed. Which kind seems to test the 
best? Will end grains show as good a germination as 
grains from the middle of the ear? 

XXV — Object: To Test Garden Seed and the Seeds 
of all Grains. 

Apparatus : Tester and seed. 

Take the desired seed and place several in each sec- 
tion. Keep the earth or sawdust moist below the seed, 
as well as the sand above. After a few days see how 
well your seeds have germinated. Is the percentage high 
enough to prove your seed good in 'vitality ? What was 
the per cent, of good seed in each case? Always ^est 
your seed before planting time. 



70 AGRICULTURE AND GARDENING FOR SCHOOLS. 

XX\'I — Object: To Test Seed in Eart/i, 

Apparatus : Williams^ tester. 

Make a box the same size as in Exercise No. 23. 
Fill this box about even with the top with good, rich 
earth. Make squares on top of the box on the eartth by 
running wires in opposite directions about two inches 
apart. Take a piece of paper and make a record of the 
number of rows and the number of squares. Plant corn 
or other seed in the earth below each square and number 
the ear to correspond with the number of the square as 
you did in No. 23. Any other seed can be planted in 
these squares and the percentage of vitality secured. 

(See Illustration page 100.) 

XXVTI — Object: To Make a Bread Pan Seed Tester. 

Apparatus: Ordinary bread pan. 

Fill this abv,at full of good earth. Moisten this earth 
slightly. Over the earth place a cloth ruled and sections 
numbered. i'Mace seed in the sections. Over the seed 
place a sack the same size of the pan and the sack to be 
filled with moist earth or saw^dust. Openings can be 
made with nails in the bottom of the pan to carry off 
the surplus moisture. Keep a record of the different 
kinds of seed that may be placed in the different squares 
for germination. Find out the percentage of fertile seed 
in each case. 

XXVIII— Object: To SIioiv That Plants Give Oif 
Moisture. 

Note — ^loisten the earth in the crock or pot well 
with water before beginning the experiment. 

Apparatus: A eroek or pot of eariJi containing a 
plant, a piece of card board and a glass bottle. 

Take a piece of card board and slit it so it will slip 



AGTilCULTXJRE AND GARDENING FOR SCHOOLS. 71 

over the stock of the flower and also cover the flower 
crock tightly. Seal the slit in the card board with tallow 
so that no moisture may rise from the crock of earth or 
get in from the outside. Take a glass can or bottle 
large enough to cover the entire plant and see that 
the bottle sets entirely flat on the card board. Set the 
pot and bottle in the sun. Watch the bottle or can a 
few days and observe the moisture that collects on the 
glass. Where did this moisture come from? What ap- 
pearance have corn blades in a dry summer when there 
is not sufficient moisture in the soil to properly nourish 
the corn plant? Does this experiment, No. 2S, prove 
that water rises in plants? Why? -Cut a stock of green 
corn. Observe the moisture that collects on the point 
where the stock was cut. Where did this moisture come 
from ? 

EXERCISES ON FRUIT AND HOW TO RAISE 
FRUIT TREES. 

Topic No. 3. 

XXIX — object: To Propagate by Tip Layering. 

Apparatus: A braneh of black raspberry. 

The tip of a branch of black raspberry is bent over to 
the ground and covered with earth.. It will soon take root 
and form a new plant. Pupils should try this several 
times and see how many new plants can be started from 
one old plant. 

XXX — Object: To Propagate by J^ine Layering. 
Apparatus : A long branch of a grape vine. 
Bend it down flat on the ground and place it in a 
small trench in the ground. Cover it entirely over and 
roots will put out at intervals and branches will come 



/2 AGRICULTURE AND GARDENING FOR SCHOOLS. 

Up through the ground. You can afterwards cut the old 
vine between each new shoot and thus have several new 
plants. Try this and see how many new plants you can 
secure by covering some old vines. 

XXXI — Object: To Propagate by Mound Layering. 

Apparatus: Goo,seberry or currant plant. 

Take any plant which stools, as the raspberry or cur- 
rant, and throw up the earth in a mound around the 
plants, so as to cover the bases of several of the stems, 
say four or five inches deep. This will cause each stem 
to throw out roots and thus make several individual 
plants. 

XXXII— Object: To Develop Mold From Spores. 

Apparatus: A piece of damp bread and a potato. 

Place the damp bread in a dark place and let it mold. 
Take a piece of potato or the peeling of a potato anl 
place some of this mold from the bread on the surface 
of the fresh cut edge. Lay the potato away in a damp, 
dark place and observe occasionally the growth of the 
mold. 

XXXIII— Object: To Make Grafting Wax. 
(From Farmers' Bulletin, No. 157.) 

Apparatus: Resin, beeszvax, tallow and Unseed oil. 

Resin four to five parts ; beeswax two to two and a 
half parts ; tallow or linseed oil one part. Parts are ar- 
ranged by weighing. Make some of this wax for the 
following experimicnts. 

XXXIV — Object: To Learn Cleft Grafting. 

To make a cleft graft, select a branch one or one and 
a half inches in diameter and sever it with a saw. Care 
should be taken that the bark be not loosened from any 



AGRICULTURE Ai\D GARDENING FOR SCHOOLS. ^Z 

portion of the stub. Split the exposed end with a broad, 
thin chisel or grafting tool. Then with a wedge, or the 
wedge-shaped prong at the end of the grafting tool, 
spread the cleft so that the scion may be inserted. The 
scion should consist of a portion of the previous sea- 
son's growth of the tree to be propagated and should be 
long enough to have two or three buds. The lower end 
of the scion, which is to be inserted into the cleft, should 
be cut into the shape of a wedge having the outer edge 
thicker than the other. In general, it is a good thing to 
cut the scion so that the lowest bud will come just at 
the top of this wedge in order that it will be near the 
top of the stock. The advantage of cutting the wedge 
thicker on one side causes the pressure to come upon 
the outer growing parts of both scion and stock, whereas 
were the scion thicker on the inner side the conditions 
would be reversed and the death of the scion would 
follow. The importance of having an intimate connec- 
tion between the growing tissues of both scion and stock 
cannot be too strongly emphasized for upon this alone 
the success of grafting depends. To make this contact 
of the growing portions doubly certain, the scion is often 
set at a slight angle with the stock into which it is in- 
serted, in order to cause the growing portions of the 
two to cross. After the scions have been set, the oper- 
ation of cleft grafting is completed by covering all cut 
surfaces with a layer of grafting wax. Cleft grafting 
is particular!}- adapted to top-working old trees, that is, 
changing them from undesirable to desirable varieties. 
Branches too large to be worked by other methods can 
be cleft grafted. Sometimes several varieties are grafted 
on a single tree. The best time for cleft grafting is in 
the spring just after growth has begun. Wood for 
scions is usually cut in the fall, tied in bundles, ana 



74 AGRICULTURE AND GARDENKNG FOR SCHOOLS. 

buried in sand to protect them from extremes of heat 
and cold until they are to be used. (From Farmers' 
Bulletin, No. 157.) 

XXXV — Object: To Learn Whip Grafting. 

To make a whip graft cut the stock off diagonally — 
one long smooth cut with a sharp knife, leaving about 
three-fourths of an inch of cut surface. Place the 
knife about one-third of the distance from the end of 
the cut surface, at right angles to the cut, and split the 
stock in the direction of its long axis. Cut the lower 
end of the scion in like manner and when the two parts 
are forced together the cut surfaces will fit neatly and 
one will nearly cover the other if the scion and stock 
are of the same size. A difference in diameter of the 
two parts to be united may be disregarded unless it be 
too great. After the scion and stock have been joined 
they should be wrapped with five or six turns of waxed 
cotton to hold the parts firmly. 

This is the process used almost exclusively in the 
])roduction of young nursery stock by means of root 
grafting. 

The roots are dug and the scions are cut in the 
autumn and stored. The work of grafting may be done 
during the winter months. When the operation has been 
completed the grafts are packed away in moss, sawdust 
or sand, in a cool cellar, to remain until spring. It is 
important that the place of storage be cool, else the 
grafts may start into growth and be ruined, or heating 
and rotting may occur. If the temperature is kept low — 
not above 40" F. — there will be no growth except 
the callousing and knitting together of stock and scion. 
In spring the grafted plant is so set as to bring the 
imion of stock and scion below the surface of the frround. 



AGRICULTURE AND GARDENING FOR SCHOOLS. 75 

Top-grafting" may also be done in this way but whenever 
the union is above ground it must be protected, as in 
cleft grafting, by either a coating of grafting wax or a 
bandage of waxed muslin. (From Farmers' Bulletin, 
No. 157.) 

XXXVI — Object: To Learn Budding. 

Budding is the most rapidly performed and econom- 
ical form of artificial propagation. The ^vork of bud- 
ding is done during the season of active growth, July, 
August, or early September. The bud should be taken 
from strong, healthy twigs of the present season's 
growth. The bud sticks are prepared so that the petiole 
or stem of each leaf is left attached to serve as a handle 
to aid in inserting the bud beneath the bark of the stock. 
The bud should be cut, paring ofif a small portion of the 
woody tissue with the bud. The stock for budding 
should be at least as thick as an ordinary lead pencil. 
With the apple and pear a second season's growth will 
be necessary to develop this size, wdiile with the peach 
a single season will suffice. To bud a plant make a 
T-shaped cut through the bark for the reception of the 
bud. Loosen the flaps of bark caused by the intersec- 
tion of the two cuts with the ivory heel of the budding 
knife, grasp the bud by the lea.f stem as a handle, in- 
sert it under the flaps and push it firmly in place until 
its cut surface is entirely in contact with the peeled 
body of the stock. Tie a ligature tightly about it above 
and below the bud, to hold it in place until a union 
shall be formed. Bands of raffia or wrapping cotton 
about ten to twelve inches long make a most convenient 
tying material. A-3 soon as the buds have united with 
the stock the ligature should be cut in order to prevent 
girdling the stock. (From Farmers' Bulletin, No. 157.) 



76 AGRICULTURE AND GARDEXIXG FOR SCHOOLS. 

MISCELLANEOUS EXERCISES. 

XXXVII— Object : To Learn Feeding J\ilue of Com. 

Apparatus: Fanners' Bulletin, No. p/, pages p, lo, 
II and 12; also Farmers' Bulletin, No. loj, pages 16 
and //. 

These are valuable bulletins and they should become 
a part of every rural school library. Make a careful 
study of thes(j bulletins. 

XXXVIII — Object: To Learn Plan of Gathering Seed 

Corn. 

Apparatus: Farmers' Bulletin No. 22^. 

Let each pupil describe the metiiod of selecting seed 
corn that is practiced by his father and neighbors. After 
doing this secure Farmers' Bulletin, Xo. 229. Read and 
study pages 21, 22 and 23. How do the methods men- 
tioned in the Bulletin No. 229, compare with those prac- 
ticed in your community? 

XXXIX — Object : To Learn Corn Pests. 

Apparatus : Bulletins mentioned belozv. 

Find out all you can about insects in your community 
that affect the corn from planting time until harvest time. 
If possible, secure sample of these insects and learn to 
know them. Secure Farmers' Bulletins, X^os. 69, 259. 
Circulars of the Bureau of Entomology, X^os. 16, 59 
and 78. ■ ■ 

XL — Object : To Shozi' Comparison Between the 
Plant Food J\iluc of Top and Sub-SoU. 

Apparatus: Tz^v caiis, some top soil and some 
sub-soil. 



AGRICULTURE AND GARDENING FOR SCHOOLS. 77 

Obtain the sub-soil by digging three or four feet 
in ordinary soil. Be sure to get below the top soil. 
Fill a can with this sub-soil. In the other can (the 
same size as the first) place the good surface soil ob- 
tained directly over the sub-soil. Plant corn in both 
cans. Place both cans under the same conditions as to 
heat, sunlight and moisture. After about ten days to 
two weeks compare the size of the stalks of corn. Why 
does corn or other farm crops that are planted in a dead 
furrow (or the furrow between lands) usually make a 
small growth? Did you ever plant flowers or vegetables 
in the earth that was throw^n out of a cellar or deep 
ditch? Try this some time. Will sub-soil gradually im- 
prove the longer it is exposed to the elements ? Why ? 

XLI — Object: To SIiozv Comparison B.cfzcccii the 

Plant Food lvalue of Old Worn Ont Soils 

and Nezv Gronnd Soils. 

Apparatus: Tzvo boxes of the same sice, one filled 
•ulih nezv soil, the other zvith old soil. 

Use a box about two feet square filled with new soil 
obtained in som.e new^ ground or by digging about two 
or three inches below the surface in an open forest. The 
other box should contain soil from about the same 
depth taken from a field where the soil is old and 
run down. Plant corn or flowers in each box and 
place them under similar conditions as to sunlight, 
heat and moisture. Watch them from time to time 
and after five or six weeks compare size of each. 
What can be done for worn out soils to partially restore 
the plant foods? Why is crop rotation a benefit to the 
soil? Why does drainage make more plant food avail- 
able? How does good tillage improve a crop? What 
advantage is gained by plowing a cold, wet clay soil 



78 agricultur:: -'.xd gardening for schools. 

with a bar share plow instead of the ordinary culti- 
vator, especially in 'a wet season? 

XLII — Object: To Learn What Seeds are Scattered 
by the Wind. 

Apparatus : Sec plants mentioned bcloiv. 

Have pupils collect and examine such seed as those 
produced by the maple, box elder, elm, ash, dandelion, 
milkweed, thistle, parsnip, etc. Learn to recognize these 
wherever found. 

XLIII — Object: To Learn What Seeds are Scattered 
by Animals. 

Apparatus: See plants mentioned below. 
Have pupils collect seeds or fruits from the Spanish 
needle plant, the burdock, sand-burs, beggar lice, etc. 
What animals of the field scaHer many of these weed 
seed? How? Learn to recoanize these seeds. In what 
other way are weed seed scattered over the land? 

XLIV — Object: To Learn Propagation of the 
Strazvbcrry Plant. 

Apparatus: A straijbcrry plant. 

Strawberries propagate by runners. Have pupils 
plant some strawberry plants. After they have been well 
cared for ,and reach a good size notice the number of 
runners sent out and the new plants that have been 
formed this season. Set the plants out in April or May 
and cou.nl the new plants formed by fall. 

XLY — Object: 'To Shozv Corn Mi.ring or Crossing. 

Apparatus : Wliite corn and yellozv corn. 
iMant a small plot of white corn near a small plot of 
yellow corn. At husking time observe the kernels. How 



AGRICULTURE AND GARDKXIXG FOR SCHOOLS. 79 

does corn mix? Explain in fnll. Plant a plot of sweet 
corn near some pop corn. Did it mi ? Will it pop good ? 
Will pop corn and field corn mix? Try it. How are 
new varieties of corn or other plants started? 



XLVT — Object: To Show Jl^hy Seed Corn Should 
be Kept /;/ a Dry Place. 

Apparati^s: 7\\<t tomato cans filled z^-ith earth. 
Tzventy grains of corn. 

Soak ten grains of corn in water for two cr three 
hours. Keep ihe ether ten grains in a dry place. Put the 
wet ten grains and the dry ten grains where the tempera- 
ture is about ten or fifteen degrees below freezing ( 17 to 
22' F.) and let them be exposed to this temperature for 
about five hours. Plant the dry ten seeis in one can 
and the wet ten s^eds in another snd find out which will 
grow. Why shcuVl seed corn be well dried before freez- 
ing weathe"? Find out the different methods used in 
your neighborhood for keeping seed corn over winter. 
Find out a good place to keep seed corn and then see 
that it is well cared for. Good seed is always to be 
desired- 



XLVII — Object: Io Shoz^' Root Development on 
Cuttings. 

Apparatus: Brandies ten or twelve inches long 
taken from a irdio:: free: a glass can. 

Place these cuttings in a tin glass can partly filled 
with water. Place the can in a warm place and in about 
twenty or thirty days you will observe the roots formed 
on many different parts, especially house pot flowers. 



80 AGRICULTURE AND GARDENING FOR SCHOOLS. 

XLVIII — Object: To Prepare Soft Cuttings. 

Soft cuttings are sometimes made from leaves, but 
often from the stem. Insert the edge or a piece of the 
leaf in soft, moist, warm sand. The leaf is sometimes 
laid flat with right side up on a level surface of warm, 
moist sand and fastened down by running splinters 
through the veins in different places. Plants may 
spring up from the edges or at cut places in the leaf. 
In case of stem cuttings secure thrifty shoots from any 
strong herbaceous plant, such as the verbena or gera- 
nium, and divide them into cuttings of at least two 
nodes and several leaves. Break off a part of a few of 
the leaves to check evaporation. Place the cuttings in 
warm, moist sand and pack the sand firmly around the 
cuttings and they will soon take root. Try these meth- 
ods. They are interesting. 

XLIX — Object: To Show That Plants Require 
Light for Grozi'th. 

Apparatus: Tzvo eaiis tilled z^nth earth. Some corn 
or beans. 

Plant corn or beans in each can. Place one in 
a light place and the other in the dark. Make condi- 
tions as to soil, heat, air and moisture the same. Note 
the difference in the growth. Why are plants in the 
field and orchard that are shaded inferior to those not 
shaded? What two reasons tend to make corn plants 
that grow directly under a tree inferior to those in the 
open field ? Why are low buds on trees in a thick forest 
only slightly developed ? Why are trees in a thick forest 
tall with few limbs? How are trees cultivated from 
which telephone and telegraph poles are constructed? 
Which make the better logs, tall, straight limbless trees, 
or low, heavy bodied and heavy limbed trees? Why? 



AGRICULTURE AND GARDENING FOR SCHOOLS. 81 



L — Object: To Sliozv That Plants Require Heat for 
Groivth. 

Apparatus: Tzvo cans filled with earth. Some com 
or beans. 

Plant corn or beans in each. Place both under the 
same conditions as to soil, moisture, air and sunlight. 
Keep one plant in a temperature of about 70 to 80' F. ; 
the other in a temperature of from 20 to 30' F. Note 
the difference in growth. Early winter or late fall is 
the best time to try this experiment. 



LI — Object: To Sliozv Moisture is Essential to Plant 
Grozvth. 

Apparatus : Same as experiment No. ^o. 

Plant corn or beans in each can. Place both under 
the same conditions except keep all moisture from one. 
Note the difference in growth. 



LII— Object: To Shozv Air is Essential to Plant 
Grozvth. 

Apparatus: Same as in experiment No. ^0. 

Plant corn or peas in both cans. Place both under 
same conditions except in moisture. Use only a moder- 
ate amount of water in one can with drainage. In the 
other use a large amount of water without drainage. The 
excess of water in the latter case will exclude so much 
air that the plant will be affected. Note the difference. 
What effect has a number of cold, wet rains in the spring 
upon the planted corn? What soil is best to carry off 
surplus moisture? ^^'hat are the uses of tile drains? 



82 AGRICULTURE AND GARDENING FOR SCHOOLS. 

LIII — Object: To Secure Starch and Albumen 
From Potatoes. 

Apparatus: Three or four Irish potatoes. 

Remove the skins and then run the remaining part 
through a fine grater so as to reduce them into small par- 
ticles. Place this pulpy mass in a small muslin sack and 
squeeze out the juice into a cup. Let the juice remain in 
the cup for a short time. The starch will soon settle at 
the' bottom of the cup and it will appear in small white 
particles. You then run the solution through another 
cloth in order to separate the starch particles from the 
watery solution. Place the watery solution, secured 
after separating the starch, in a pan and heat on the 
stove. The juice then coagulates. This mass is mostly 
albumen. Find out what other substances are contained 
in the potato besides starch and albumen. (See a physi- 
ology.) 

LIV — Object: To Detect Acu'.. cid Alkalies in Soils. 

Apparatus: Red and blue /'////. //.. paper. 

\' inegar is sour and contains an acid. A piece of blue 
litmus paper dipped in vinegar will turn red. Dip blue 
litmus paper in several samples of soil and see if it is 
changed red. If so, the soil is sour and needs a coat of 
ashes or lime to neutralize the acid and thus sweeten the 
soil. Red litmus paper placed in moist ashes turns blue. 
Ashes contain potash and lime which are alkaline. If the 
red litmus paper placed in your soil turns blue, your 
soils are alkaline. Allvaline soils need a fertilizer rich 
in acid to be neutralized. When the paper is not changed 
at all the soil is said to be neutral. Good producing 
soils are usually neutral. However, they are sometimes 
slightly alkaline. 



AGRICULTURE AND GARDENIXC FOR SCHOOLS. SO 

LV — Object: To Shoiv That Wood Contains Carbon. 

Apparatus: A match, a pine stick, and a porcelain 
pan. 

Light the stick with the match and after it is once 
burning place the flame under and near the porcelain 
pan. Observe the black deposit on the pan. This is 
carbon. What is it called when deposited in chimneys ? 
Will soot in chimneys burn ? Why is it that some 
chimneys contain so much more soot than others? How 
may they be constructed to reduce the amount collected? 

LVI — Object : How to Detect Impure Water. 

Apparatus: Some water from a stagnant pool or 
sluggish stream. 

Place this water in a vessel and evaporate by 
placing on a hot stove. What is the appearance of 
what remains in the vessel? This is mineral and 
dissolved vegetable matter. Place this mineral and dis- 
solved vegetable matter in a large spoon or other recep- 
tacle and hold near the fire. You will notice that it is 
soon baked or charred and becomes black, due to the 
presence of vegetable matter. Waters that contain such 
matter usually breed disease germs and often find their 
way in wells, and thus make the water impure and unfit 
to drink. What disease germs live in such water? How 
can bad drinking water be made fit to drink? 

LVn — Object : To Separate Gluten From Flour. 

Take about a half cup of flour and pour into it a 
little water and stir the mixture until you have it in the 
form of dough. After this dough sets for an half hour 
place it in a small muslin sack. Take the sack of dough 
in one hand and pour water over the sack of dough with 
the other hand. As you pour on the water kneed the 



84 AGRICULTURE AND GARDENING FOR SCHOOLS. 

dough. Keep on pouring the water and washing and 
kneeding the dough until the water coming off the sack 
is clear. Open the sack of dough and you will see the 
gluten of the hour. 

LVIII— Object: To Sliozv Why Apples to be Kept 
Over Winter Should he Picked. 

Apparatus: Three apples. 

Take one that had fallen from the tree and received 
sufficient injury to break the skin, or break the skin with 
a stick. Secure another that is slightly bruised and one 
that is absolutely sound that had been picked. Put the 
apples away and note what takes place on the bruised part 
of the one, and where the skin was broken on the other. 
What caused the decay to appear? Why did the picked 
apple show no signs of decay? Why will a barrel of 
apples soon spoil if a few bad ones are in it? 

LIX — Object: To Learn Plans for Arbor Day Tree 
Planting. 

Apparatus : Trees of any good variety. 

The following are suggested : maple, elm, ash, oak, 
beech, hickory, birch, walnut, poplar, pine, spruce or hem- 
lock. These trees should be vigorous ones and about six 
feet high. It is generally customary to plant the tree the 
same way in reference to the points of the compass, as 
it was located in its natural state. The holes can be 
shoveled out by the larger boys and should be about 
three feet square and one and one-half to two feet deep. 
The soil in the bottom of the hole should be loosened 
up about six inches to make the earth easier to penetrate 
by the fine root^ of the young tree. The roots should 
be pruned in such a way as to prevent crowding. When 
placed in the hole the roots should be as straight and as 



AGRICULTURE AND GARDENING FOR SCHOOLS. 85 

nearly their natural position as possible. It is a good 
idea to put some tinely pulverized rich soil or fertilizer 
near the roots of the tree. Have one boy pack the dirt 
slightly around the roots as the others throw in until 
the hole is filled. Keep the earth moist around the tree 
for several days until it has started to "tow. In takiui^ 
up a tree in the forest save breaking off as many of the 
fine roots as you can. Do not cut the top root off too 
near the tree. Avoid bruising the bark. Prune the 
branches on the tree before planting. Always plant the 
trees the same day that you take them from their natural 
state. 

Additional trees and shrubs suitable for planting m 
the schoolyard are as follows: snow ball, rose of Sharon, 
hardy hydrangia. hybiscus, syringa, honeysuckle, smoke 
tree lilac, bridal wreath, snow^drop, dogwood and catalpa. 

Hardy Flowers for the Schoolyard — Alany kinds of 
roses, zinnias, canna, dahlias, hardy chrysanthemums, 
tuberoses, tulips, peonies and crocuses. 

LX — Object: To Learn Hoiv to Dcrelop Larvae. 

Apparatus: Larvae of the zvlieat joint worm, the 
Hessian fly,Jhe eodling moth, the apple tree tent eater- 
pillar, or any other injurious inseet that was mentioned 
in the outline tliat may be obtainable in your neighbor- 
hood. 

x\fter securing the larvae place them in a cage 
to develop. Feed them on the same food, if possible," 
that they are accustomed to eating. If the same food is 
not available feed on other foods that contain the same 
properties. If care is observed in feeding, etc., the dif- 
ferent stages through which they pass can later be. ob- 
served. Make a careful study of many of these insects 
and the stages through which they ]\ass as well as a 
good remedy for destroying them. 




Pleasant Hill School Display. (See page 127.) 




Work of Township Rural School at Fair. (See page 111.) 



AGRICULTURE AND GARDEXIXC. FOR SCHOOLS. 87 



PRACTICAL CONTESTS FOR CHILDREN. 

Flower Gardens. 

I am sure that every live teacher to-day realizes 
the all-around education that conies from the growing 
of plants. It does children good to get out irl the spring- 
time, to stir up the soil and plant seed, and then watch 
them grow. Probably there is no better means of en- 
abling the children to know that they have really accom- 
plished something. Their partner, nature, is a silent 
one ; hence the credit of the growing seed they take 
to themselves. They find they 'are useful, they discover 
they can really be as successful as can the older mem- 
bers of the family in their occupation, therefore they 
are interested. If children can be encouraged to plant 
even two or three things somewhere on the school 
grounds or at home the first year, the teacher has laid 
the foundation for future development. 

^Iaking the Garden. 

Preparation of Seed Bed. — It is a good idea to select 
the spot for your garden in the fall and have the ground 
plowed or spaded at that time, for winter freezing and 
thawing is beneficial to the soil as- it causes it to crumble 
and separate into fine particles. Soil plowed 'or spaded 
up in the fall usually permits earlier working in the 
spring. You can make your seed bed more fertile by 
covering it with a coat of stable fertilizer before plow- 
ing or spading. The fall and winter rains will thus 
assist in having it dissolved when spring comes. The 
depth of plowing depends somewhat upon the nature 



88 AGRICULTURE AND GARDENING FOR SCHOOLS. 

of your soil but about four to six inches is usually suffi- 
cient for garden purposes. 

Solving or Planting Seed. — It is best to sow in rows 
rather than broadcast, as the seedlings are more easily 
identified and the cultivation can be more thoroughly 
done. The rows should run north and south ; then, if 
any tall plants occur, the plants in the rear rows are 
not so much shaded. 

Watering the Garden. — Many boys and girls make 
the serious mistake of using too much water on their 
gardens. You should remember that the soil in the 
spring is already very moist and it will remain so if 
properly treated. A good rake is better than so many 
watering pots. Why? If the soil on top is raked once 
a week and kept in a very mellow condition it will 
prevent evaporation from the lower soil and conse- 
quently so much water will not be needed and the plant 
will be better off for this method of treatment. If the 
soil gets dry anyway, in spite of this regular method of 
raking or cultivating, then sprinkle a little but do not 
water too much. Sprinkle in the evening, then in the 
)morning. When the soil begins to dry off, hunt up your 
rake again and begin raking to keep the moisture from 
getting away. Watering plants every day spoils them, 
and when you begin to do it you must keep it up or 
else the top soil will become dry and crusty. 

Selection ^ of Seed. — Always test your seed before 
planting, whether it is flower seed or vegetable seed, 
then you can tell something about how thick to plant. 
The kind depends upon your climate and soil conditions. 
Advise with an older ])erson about varieties of seed to 
plant. If flowers are planted select a few varieties that 
you like best and those that are known to do well in your 
neighborhood. If vegetables, get the kind of seed that 



AGRICULTURE AND GARDENING FOR SCHOOLS. 89 

will produce something good and for which there is a 
demand. Then if you have a good crop you will have 
something that will sell well. 

In discussing plans for the arrangement of the flower 
gardens, I shall consider them under two heads : the 
city and rural gardens. 

City Gardens. 

City children are often greatly interested in flowers 
from the woods. The teacher should arrange a day when 
she, with her pupils, can go to the woods. If this should 
be done in the springtime it is not wise to then move the 
flowers unless very early in the season. If the visit is 
made when the flowers are in bloom, the section should 
be marked so that in early fall the visit may be rc])eated 
and the plants dug up with plenty of good rich soil and 
taken to their city homes. In one school the children are 
trying to have specimens of all the wild flowers in tlie 
vicinitv. The work of gardening should by no means 
end here as children should be taught to arrange their 
flowers in an attractive manner. As the work progresses 
attractive designs in beds should be worked out, and thus 
is developed in the child an idea of that which is beauti- 
ful. Certainly the flower garden is a great need to all 
classes of city children. This work, in addition to being 
carried on in the school, should be encouraged in the 
home. For this purpose there are penny packets which 
almost any child can buy and which when started will 
invariably result in the purchasing of more seeds and the 
beautifying of many homes. The teacher may feel that 
the added work of looking after the home gardens would 
be too heavy, but if the civic improvement society would 
work in connection with the teacher it can be and should 
be done. This work could also be carried on in tfie 



90 AGRICULTURE AND GARDENING FOR SCHOOLS. 

cities in a more practical manner as many children do 
not know how the common grains look in the field. It 
is a splendid idea, therefore, to have observational plats 
in the school garden, growing grains and some of the 
more important food plants that are used m some form 
by nearly all persons. 

Rural Gardens. 

In the foregoing article the suggestions given have 
been mostly for gardens in villages and cities. Many of 
these suggestions can be used in connection with rural 
schools. Last year in the rural schools of our township 
a large per cent, of the girls above the third grade be- 
came interested in the flower garden. Some planted 
their own seeds, others used the penny packages which 
can be secured from The Flower Alission, Cleveland, 
Ohio. The result was more than was expected. These 
flower gardens were all cultivated at the homes of the 
children since good fertile plots were more plentiful at 
the home than at the school. Rural children generally 
prefer the home flower garden making since tools and 
advice are sometimes more accessible. In many cases 
throughout the country the school yards are not well 
protected with fences, etc., and the flowers planted by 
children are often destroyed in the summer. These 
gardens can also receive more careful attention at the 
home than they could at the school ground as they are 
more convenient. 

There are, perhaps, pupils that live near the school- 
house that could cultivate some flowers ots the school 
]:)roperty about as conveniently as they could at home. 
In such cases where the yards are well protected these 
children should be encouraged to use some of the school 
property for their flower beds. They can also see that the 



* AGRICULTURE AND GARDENING FOR SCHOOLS. 91 

trees and shrubbery that were planted in the school yard 
on Arbor Day receive some attention. The proposition 
of selecting a plot in the country is quite different from 
that of the city. Many children in the city have no back 
yards, neither have they any garden plots. In such cases 
the City Board of Education usually secures some vacant 
lot in addition to the schoolyard proper for the planting 
of flowers. City boards also employ a special teacher to 
superintend all work in planting and the school janitors 
frequently co-operate in offering helpful suggestions to 
the children. In the country fertile land is more plenti- 
ful and children are in many cases so distant from any 
special instructor other than their parents, and they 
consequently are thrown upon their own responsibilities. 
They try to use such information they have learned at 
school in agriculture, then invent some methods, and go 
about the work in earnest. 

Records Should Be Made. 

Rural or city school gardeners should be required 
to keep simple records of all work done. 

Millions of Children Do Garden Work. 

The demand for food during and since the war 
caused millions of children to do garden work. As a 
result nearly every city and village school now has a 
course in gardening. The same subject is taught in the 
rural schools as a part of the work in Agriculture. 

The reader is referred to Part Two of this Iwok for 
a more complete discussion of the subject of Gardening. 



92 AGRICULTURE AND GARDENING FOR SCHOOLS. 

SUGGESTIVE RECORDS FOR FLOWER 
GARDENS. 

Pupil's Report to Superintendent, 

(Name and Address) of School District No. 

Report on Flower Garden Cultivated by , 



I. Varieties of seed planted and date of planting 
each variety are as follows : 



2. Nature of soil found in your plot. 



3. Was any commercial or stable fertilizer used? 

4. If commercial fertilizer was used, give the 
amount and the ingredients of the kind you used. 



5. Which variety or varieties proved best adapted 
to your soil? 



6. What w^as your method of cultivation?* 



AGRICULTURE AND GARDENING FOR SCHOOLS. 93 

7. Size of plot cultivated in square feet? 

8. Write an essay on the work you have done, 
using the topics in making up the body of the essay. 

Contest. 

Pupils often become more enthusiastic in their work 
if they are informed in the beginning concerning a con- 
test that is to be held after the flowers are matured. 

Flower Exhibit. 

Prizes can be offered for the best bouquet of any 
variety of flowers or for the best pot flower of a certain 
variety. These contests cause a large variety of 
flowers to be collected, and consequently an ex- 
cellent display will result. Children will learn more 
about flowers by seeing the great variety that will be 
displayed. A sweepstake prize can be oft'ered for the 
best display made by any one room or school. Make 
your flower display at the time of some general exercise 
or some holiday and have the pupils send invitations to 
their friends. Alany grown up people will enjoy seeing 
the flowers and reading the records which should always 
be displayed with each exhibit. Try the contest and ex- 
hibit feature once. It will be a great inspiration to the 
boys and girls as well as the patrons and friends of the 
school. 

Vegetable Garden. 

Observe the suggestions mentioned above under the 
heading, "Making the Garden," when you prepare your 
vegetable garden. 



94 AGRICULTURE AND GARDENING FOR SCHOOLS. 



Report on Vegetable Garden. 

See questions under "Report on Flower Garden." 
Add any you may see fit to meet your local condition^:. 
Be sure to write an essay on the work, done in your 
vegetable garden. 

Contest. 

Suggestive rules for conducting a vegetable growing 
contest : 

1. All contestants shall be under eighteen years of 
age. 

2. The garden must not contain more than one- 
tenth of an acre, but any kind of vegetable may be 
grown. 

3. The .pupil entering the contest must do all work 
except the plowing and harrowing of the ground before 
planting. 

4. Each pupil must fill out the record blank and 
answer all questions in the reports that are required. 

5. This record blank containing report must be dis- 
played when the exhibit is made. 

6. Writing an essay on "How I Kept My Garden," 
is sometimes required. In this case all records are in- 
cluded in the essay. 

7. Some responsible person may be required to visit 
your garden and sign statements to the effect that he 
has seen the garden and found records made to be cor- 
rect. 

8. In judging the exhibit the largest yield might be 
considered, the variety and quality of products grown, 
the completeness of the records made and the essay 
written on the subject. 



AGRICULTURE AXD (iARDEXJ XC FOR SCHOOLS. 



V^EGETABLE EXHIBIT. 

The exhibit of all the vegetables that will be culti- 
vated and displayed by different pupils will be very in- 
teresting and helpful. Each room or school can make 
its individual display and compete for any prizes that 
may be offered. As stated under flower contests appro- 
priate exercises can be held in connection with the vege- 
table displays. 

Potato Plot. 

Because of the great value of the potatoes as a food 
and the lack of scientific knowledge of the cultivation of 
this important vegetable, it is very necessary that some 
special attention be given to the growing of this plant. 

Report ox Potato Plot. 

See questions and statements under ''Report oo 
Flower Garden." The following might be added to that 
list of eight : 

? 



9. Were your potatoes sprayed 

10. Give dates of spraying. 

11. For what were they sprayed? 

12. Material used in spraying? 

13. Result of spraying? 



Do not fail to write the essay on "How I Raised My 
Potatoes." 



96 AGRICULTURE AND GARDE XING FOR SCHOOLS. 



Contest. 

A potato growing contest is very interesting, espe- 
cially for boys. 

Suggestive rules for conducting a potato growing 
contest, see the eight rules suggested under "Vegetable 
Growing Contest." Add or omit any that may suit your 
local conditions. 

Potato Exhibit. 

See under vegetable exhibit. Do not fail to have a 
potato exhibit. 

Fruit Contest. 

Since some sections of our country are devoted 
chiefly to fruit raising, it would be very proper for such 
sections to conduct fruit contests. This would do much 
to advance the study of the subject of fruit in that sec- 
tion. In some states boys' or girls' clubs take up this 
work very successfully. The premiums might be ar- 
ranged as follows : 

Best exhibit of orchard products collected or ex- 
hibited by any rural school or boys' club shall receive 
$10.00. 

Second best, $5.00. 

Third best, $2.50. 

Best display of fruit collected by any one boy or 
girl, $5.00. 

Second best, $2.50. 

Single Plate Entries Tany variety). 

Best plate of apples, oi.oo- 

Second best, $0.50. 

Best plate of peaches, $1.00. 



AGRICULTURE AND GARDENING FOR SCHOOLS. 97 

Second best, $0.50. 

Best plate of pears, $t.oo. 

Second best, $0.50. 

Best plate of grapes, $1.00. 

Second best, $0.50. 

Best plate of plums, $1.00. 

Second best, $0.50. 

If children decide to enter a fruit contest they should 
begin early to prepare for it. It will ])erhaps be neces- 
sary to do some spraying and you should correspond 
with the National Department of Agriculture at Wash- 
ington, or with your State Experiment Station, and se- 
cure their spray calendars. Make a special study of 
how to spray your fruit and follow directions closely. 
It always pays to spray your fruit and this is something 
all young fruit growers should learn how to do as soon 
as possible. When you decide what kind of fruit you 
expect to exhibit, then select the tree from which you 
expect to take the fruit. If apples are selected and the 
apple tree is selected, then thin the apples leaving no 
bad ones on the tree. Boys sometimes bag a few speci- 
mens to protect them from outside injury but they do 
not color up as well as those not so treated. When 
samples are to be chosen, select specimens which are 
equal in size, color and degree of ripeness. They should 
all be free from blemish. 

A nice exhibit of fruit as outlined above would be 
pleasant to witness and would be a great means of en- 
couragement to young fruit growers. If you are in a 
fruit district try it. Have children learn all they can 
about fruits and how to raise, them. Write an essay on 
"How I Prepared My Fruit For the Exhibit.'' 



9S AGRICULTURE AND GARDENING FOR SCHOOLS. 



Bread Making Contests. 

Girls between the ages of ten and eighteen are 
usually very much interested in bread making, and they 
should be encouraged in this useful art. Cash prizes 
are offered by local people to encourage the girls in 
baking. Nothing more is required than that they bake 
the bread themselves and occasionally they 'are asked to 
write a short essay on "How I Learned to Bake," or ok 
'Bread Making." Try this in connection with some of 
your school work and you will find quite an interest will 
be taken. In some cases pies and cakes are baked and 
entered in the contest instead of bread. All girls arc 
not interested in the same thing. Let some of them tr^ 
their hand at baking pies or bread, or some kind of 
sewing. Let them do some crochet work or some hem- 
stitching, darning or patching. Such work as sewing 
and cooking will help the girls to become useful women. 
Any information they can gain along the line of domestic 
science work will be of great service to them in later 
years. Write to your State Agricultural College for 
some bulletins on domestic science work. You will be 
surprised at what is being done along these Imes. 



AGRICl^LTURK AXD CARDEXIXG FOR SCHOOLS. 99 

CORN GROWING BY RURAL SCHOOL BOYS. 

Points to Observe in Corn Growing. 

Preparation. — Select good ears of the variety that 
is known to produce well in the neighborhood. Seed 
corn should always be tested to make sure that it wil) 
produce vigorous sprouts. If you are to enter a cori> 
growing contest, select a fertile spot for your corn plot. 
Clover sod that has been covered with a good coat of 
stable fertilizer makes a good place to plant corn. The 
sod should be plowed as early as possible and harrowed 
sufficiently to place in good condition before planting 
time. Harrowing and dragging kills the weeds, pul- 
verizes the soil, and makes the seed bed level. 

Planting. — The best time to plant corn is usually in 
the month of jMay or early June. We occasionally have 
an early spring and the soil is warm enough for corn to 
be planted in April. Corn can be either hilled or drilled. 
Some farmers prefer to drill their corn, while others 
always plant their corn in hills. A^ery weedy ground, 
especially where the field is level, is usually planted in 
hills in order that the corn can receive better cultiva- 
tion. Hill sides or rolling ground is more often drilled 
It would not be wise in this connection to state which 
is the better method, since hilling is best under some 
conditions while drilling is better under other circum- 
stances. If the plot to be selected is a small patch in 
the garden or field where it would not be convenient to 
use the planter, then the boy must necessarily use 3 
hand planter or dvor> by hand and cover with a hoe. 
If a hand planter is used c?.re should be observed to see 
that the corn is well covered with loose soil. Most boys 
prefer their corn planted with a horse-drawn planter be- 




(See pages 68 and 69.) 




Testers Made by Rural School Boys. 
The upper one is made after the Holden type; the lower 
one after the Wilhams type. (See page 70.) 



'AGRICl'LTURE AND GARPKXIXC', YOK SCITOOLS. 101 

cause it saves furrowing out the ground before planting 
and will leave the rows in better condition for cultivation. 

Cultivation. — It is usually a good plan to harrow the 
corn plot, before the corn comes up, to kill the weeds 
and to more thoroughly pulverize the soil. After the 
corn is high enough to be plainly seen across the row 
it is time to begin using the cultivator. The kind of 
plow to use always depends upon the .weather and the 
condition of the soil. If the spring is rather wet and 
your soil is of a clayish nature, many good farmers 
prefer the old-fashioned bar-share plow because the soil 
can be thrown away from the corn and the warm air 
can more conveniently reach the roots of the plants. 
The furrow made by the plow assists in carrying off the 
surplus surface water and leaves the stalk of corn on a 
small ridge. If you have a dry spring and land that is 
of a sandy or gravelly nature, the ordinary cultivator 
is sufficient. When the bar-share or disc plow is used 
the first plowing and the soil is thrown away from the 
corn. You then have a ridge between the rows. The 
next time plowed these ridges are thrown down by the 
ordinary cultivator. If your plot is small and the rows 
short, the one-horse plow is usually preferred. 

Great care should b^ given to cultivation, as by this 
process weeds are killed, soil is aired, and rapid evapora- 
tion of the moisture from the deeper soils is prevented. 
Frequent cultivation is necessary, for the better condition 
tlie surface soil is in the better will it hold the moisture 
and the fewer weeds you will have to steal the moisture 
and plant foods from the corn. Learn to plow your 
own corn. Learn the reasons why you do things so you 
can tell others that desire to know, and always remember 
that to get a thing done well you must do it yourself. 
Plow your corn about four times before laying it by, 



102 AGRICULTURE AND GARDENING FOR SCHOOLS. 

and do not plow when the ground is too wet. When 
you cannot get all the weeds out with the plow use the 
hoe. 

When the corn is about six inches high thin it out 
if too thick. If your corn was hilled thin to three stalks 
in a hill; if drilled thin to about twenty inches between 
stalks. These statements refer to averages. For ex- 
ample, in hilled corn if one hill has four stalks and the 
next hill two, you have your average three, etc. The 
same in the drilled corn ; thin to the proper average, if 
it be twenty or twenty-four inches. 

Harvesting. — Usually about September boys should 
begin to examine the corn and see if it is getting ripe. 
When the leaves begin to die and the husks turn brown 
it is time to cut and shock the corn if you wish to save 
the fodder. Good fodder is very valuable feed for 
winter. Avoid making the shocks too large and see that 
they are set up and tied well to prevent them from 
falling. When shocks of corn get down you can count 
on some ears spoiling which will lessen your yield. 
After about six weeks of good fall weather corn is gen- 
erally ready for husking. If you do not care to save 
the fodder let the ear remain on the stalk until the stalk 
is entirely dry and the ear well i;ipened. Corn should be 
stored in a well ventilated crib and caution taken to pre- 
vent it from being destroyed by mice and rats. 

Corn Contest. 

The following rules and regulations have been used 
in connection with our township and county corn con- 
test, and found to be very practical : 

1. Any boy under eighteen years of age may enter 
the contest. 

2. Not less than one-tenth of an acre shall be 



AGRICULTUKK AND GARDEN! NC. TOR SCHOOLS. 103 

planted to corn and kept under cultivation by the child 
entering the contest. 

3. The seed must be tested for vitality and the re- 
sults recorded. 

4. A description of the plot must be given as to 
size and composition of the soil. 

5. The following records must be kept on the 
preparation of the seed bed : Depth it was plowed. Was 
anything plowed under; if so, what? Tools used? W'as 
any fertilizer used? If so, what kind? When and how 
applied? 

6. Variety of seed planted. 

7. Date of planting. Hilled or drilled? 

8. Method of cultivation. 

9. Implements used. How often? 

10. Number .of stalks in plot counted at close of sea- 
son of cultivation. 

11. Number of barren stalks. 

12. Date of harvesting and yield. 

Some Remarks. 

The contestant is not required to perform the labor 
of preparing the seed bed if it conflicts with school 
work, but can take up the work of cultivation after the 
corn has come up. If pupil does not prepare the seed 
bed and plant the corn, he must keep all records required 
under Rule 5. Seed corn can be secured from any 
source, but a well tried home variety is recommended. 
Ten ears must be selected from each plot for exhibition, 
with all records to be exhibited with the corn at the 
county or township contest to be held at the county fair. 
The best two entries can be entered in the State Corn 
Show to be held in Columbus, providing all regulations 
are complied with. The committee in charge of the con- 



104 AGRICULTURE AND GARDEN! XG EOR SCHOOLS. 

test will appoint some resident of each township to in- 
spect the plot during the growing season. 

Premiums Offered on Corn by County Corn 
Improvement Association. 

$3.00 on best ten ears of white corn. 

$2.00 on second best ten ears of white corn. 

$1.00 on third best ten ears of white corn. 

$3.00 on best ten ears of yellow corn. 

$2.00 on second best ten ears of yellow corn. 

$1.00 on third best ten ears of yellow corn. 

$3.00 on best ten ears of any other color than white 
or yellow. 

$2.00 on second best. 

$1.00 on third best. 

Business concerns very frequently contribute some- 
thing to increase the prizes. In one case The Western 
Star Publishing Company, of Lebanon, gave $5.00 in 
gold as a sweepstake prize. 

A township, district or county corn contest awakens 
the interest of the boys in the cultivation of this great 
food plant. Many states now have their annual corn 
shows so that the best entries from each county go to 
the state show. This increased interest that is being 
taken throughout the country in the scientific study of 
corn planting cannot help but result in greatly increasing 
our annual yield. Only a few more bushels raised by 
each farmer on every acre will make a handsome in- 
crease in the crop of a state. Our corn crop is one of 
the most useful and valuable of all farm crops, and we 
should exert every possible effort to extend the proper 
instructions in the cultivation of this important food 
plant. Make arrangements for conducting a township 



AGRlCULTUi^i:, .\NI) CARDENING FOR SCHOOLS. 105 

or county corn contest. This will interest the boys and 
may cause them to become more interested in nature 
and perhaps they may have a greater desire to remain 
upon the farm. 

THE JUDGING OF SEED CORN. 

Before attempting to score seed corn pupils should 
make considerable investigation into the subject. Your 
State Experiment Station will be glad to assist you if 
they know what you are trying to do. Write them and 
ask for their rules or their score card on corn judging. 
Ask the National Department at Washington for Farm- 
ers' Bulletin, No. 229, and read what you find in this 
bulletin on corn judging. 

A LESSON IN CORN JUDGING. 

Select the best ten ears you can find of a certain 
variety and have pupils score them. Pupils should first 
provide themselves with a score card as shown below, 
providing one column for each ear of corn. The figures 
in the score card just to the left of the first perpendicu- 
lar line show the number of points that should be given 
for a perfect ear; e. g., if the pupil thinks ear No. 4 
is nearly perfect in shape he would probably mark "9" 
in line 2, column 4, as shown in the table. Each pupil 
should examine carefully his ear of corn and put down 
on his score card in the column of the same number as 
the ear of corn, his estimate of the qualities named at 
the left of each line, except line 4 — vitality — which can 
not be filled in until after the seed is tested. (The 
making of seed testers has been previously explained.) 



106 AGRICULTURE AND GARDENING FOR SCHOOLS. 



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AGRICULTURE AND GARDENING FOR SCHOOLS. 107 

The following is taken from circular No. 86 that 
was published by the Ohio Agricultural Experiment 
Station. 

This card presents the very latest views on corn 
judging and will serve to show the pupil just those 
points- that are most important and those that should 
receive the most careful attention by all progressive corn 
growers. 

SCORE CARD FOR DENT CORN. 

Adaptability 25 

Seed condition 15 

Shape of kernel 15 

Uniformity 15 

Weight of ear 10 

Length and proportion 10 

Color of grain and cob 5 

Butts and tips 5 



Total 100 

Explanatory Notes. 

1. Adaptability' Of first consideration in the selec- 
tion of seed corn. Indicated by the filling out of kernels, 
by ripeness and by the utilization of soil and- climatic 
conditions. 

2. Seed Condition- Of vast importance, for seed 
corn that will not grow is worse than worthless. Indi- 
cated by solidity of ears and of kernels on the ear ; by 
brightness of color, especially of germ and by plumpness 
of tip. While the germination test is the final arbiter, 
the trained eye can determine much. 

3. Shape of Kernel: Kernels should broaden grad- 



108 AGRICULTURE AND GARDEMXG FOR SCHOOLS. 

ually from tip to crown, with edges straight so that 
they touch the full length, and should be wedge-shaped 
without coming to a point. Observed from the edge 
they should have uniform thickness. Thin, shrunken or 
sharp-pointed kernels are very objectionable. 

4. Uniformity and Triteness to Type: The ears 
selected should be uniform in size. sha]:)e, color, indenta- 
tion and size of kernel. Uniformity, or trueness to the 
type determined upon, is essential to progress in corn 
improvement. Uniformity of kernels is essential to 
machine planting. 

5. Weight of Ear: To be determined by the use of 
scales after corn is thoroughly air dry. Many seasons 
this is not practical before January. Where the stand 
and other conditions of growth are equal, weight of ear 
i'^ a good indication of productiveness. 

6. Length and Proportion-' Length will vary ac- 
cording to environment. No standard can be set by 
the score card save that set by maturity and proportion. 
Circumference is measured at one-third the distance 
from butt to tip. It should not exceed four-fifths nor 
fall below three-fourths the length. 

7. Color of Grain and Cob: Grain should be free 
from mixture. Uncertain tints in cob and grain, and 
off-colored kernels are evidences of mixing. White corn 
should have white cobs, and yellow corn should have 
red cobs. 

8. Butts and Tips: Kernels should extend in regu- 
lar rows over the butt and against the shank. The shank, 
however, should have sufficient size to support the ear. 
Swelled, open or badly compressed butts, as well as those 
having kernels of irregular size, are objectionable. 

The tips should have kernels of even size, well dented 
and preferably in regular rows. An under-sized ear is 



AGRICULTURT^. AND CARDKXIXC; FOR SCHOOLS. 109 

more objectionable with a completely capped tip than 
with a little bare cob. .\ sharply tapering tip is not 
desirable. 



FOR USE IN THE PLANT SELECTION OF 
SEED CORN. 

Adaptability 35 

^'igor 25 

Height of plant, and height and angle of ear. ... 15 

Uniformity and trueness to type 10 

Weight of ear (estimated) 15 



Total 100 

Explanatory Notes. 

1. Adaptability: Plants must be adapted to the 
average soil and seasoned conditions prevailing in the 
locality. Corn that is too late or too early in maturing, 
or that shows a lack of adaptibility to soil conditions, 
should be cut accordingly. 

2. Vigor: Indications of vigor are seen in upright- 
ness of stalk ; in a well developed stalk, leaf and ear ; 
in freedom from disease. In marking for vigor note 
carefully the conditions of growth. 

3. Height of Plant and Ear: Avoid extremes in 
either direction, in the case of both plant and ear. The 
market condition of an ear is favored if tip points down- 
ward. 

4. Uniformity: Uniformity of plant and ear in 
manner of growth, height of plant and ear, etc., and con- 
formity to the type determined upon. 

5. Weight of Ear: While it can only be estimated 
at the time selections are made, \et even then it is an 



110 AGRICULTURE AND (iARDIZX I XG FOR SCHOOLS. 

important point to take into consideration in selecting 
for high yield, if the conditions of growth are noted. 



FOR USE IN JUDGING VARIETIES OF CORN 
AT HUSKING TIME. 

1. Bushels per acre (uniform moisture test) 50 

2. Maturity 25 

3. Uniformity and trueness to type 15 

4. Color 10 

Total 100 

Explanatory Notes. 

1. Bushels per Acre: That which we grow corn for. 
Theories must give way to facts. 

If impracticable to shell all of the corn, a dozen 
average ears of each variety may be shelled, the per cent. 
of grain determined and the total yield of grain com- 
puted therefrom. 

All yields to be reduced to a uniform moisture con- 
tent. 

2. Maturity: To be determined by the actual con- 
dition of corn. 

3. Uniformity: Uniform as to size, shape and type 
of ears, and marketability. 

4. Color: An indication of purity and market qual- 
ity» 



AGRICULTURE AND GARDENIXG FOR SCIIOOES. Ill 

SCHOOL EXHIBITS. 

(See illustration of Exhibit, page 28.) 

Work of the Turtlecreek Township Rural Schools. 

Exhibited in the fall, at the Warren Countv Fair, 
in Connection with the County School Exhibit. 



The table in the foreground contains twenty corn 
exhibits, eight potato exhibits, thirty-five varieties of 
birds' eggs, corn testers and flowers. Shelf No. i con- 
tains bottles of grain and weed seed, tablets containing 
agricultural drawings and common rocks. Shelf No. 2, 
seeds and busy work of primary department. Shelf No. 
3, mounted insects, composition books. Row above this 
contains mounted flowers, domestic science work, cross 
and lengthwise sections of cgmmon woods, leaves and 
barks from all native forest trees. Above this is the 
manuscript work in all branches from each grade. Top 
row contains maps and agricultural drawings and do- 
mestic science work. 

COUNTY SCHOOL EXHIBITS. 

As time advances we see improvements made in many 
lines of work. Goethe says, "Be ye wise and begin in 
the schools," so it behooves us to formulate methods of 
progress whereby the educational system shall likewise 
keep its place in this race. We are aware of the fact 
that the city school has to a great extent held its rank 
in progress, but we fear this cannot be said of the rural 
and small village school. This is a matter of great 
concern to us when we are informed that about sixty 
per cent, of our pupils attend these schools. This 



112 AGRICrLTURK -\:^-D CAKDKXIXG FOR FCTIOOLS. 

lethargy in school affairs in these districts may be due 
to a lack of school sentiment, such as has produced the 
rapid growth in the cities. -Therefore, it has been felt 
that if a movement could be instituted whereby this sen- 
timent might be produced through the efforts and the 
attainments of the child, the parent would thus become 
interested and the result would be that so earnestly de- 
sired. A movement of this nature should be in- 
augurated in every rural and village community, and if 
the co-operation of pupils, parents, teachers and Boards 
of Education is secured, much tovv-ard the advancement 
in educational aft'airs will have been accomplished. The 
final words of our late President, William McKinley, 
spoken upon the grounds of the Buff'alo Exposition, left 
to us a legacy of inestimable value when he said : "Fairs 
and expositions are timepieces that mark the progress 
of nations and every exposition, great or small, has 
helped some onward progress." Fairs and expositions 
were held in great favor by many ancient people. 
Greece, in her days of glory, counted time by the 
Olympiads instead of by earth's cycles. Upon those occa- 
sions the products of the brain were on exposition. 
The products of the mind were even awarded greater 
attention than the products of the mine. The field, 
forest and factory exhibited their products. Merchants 
displayed and exchanged their wares. Those were 
valuable lessons that we can imitate with profit. When 
your county, district or state has an agricultural ex- 
hibit, an exposition, or a fair, see to it that you have 
an educational department in connection with it. This 
is one of the best possible methods to place any exposi- 
tion or public gathering on a higher plane. Every 
school exhibit should have an educational object in view 
and not merely the purpose of securing a premium. 



AflRiri^LTURK AND CARnF.NIXG FOR SCTTOOLS. 113 

Education is worthy of the deepest thought and most 
careful consideration of all well-meaning people. 

We are sometimes asked if we do not think that 
public exhibits take too much time from the regular 
school work. We answer, most emphatically, 110. We 
want the regular work to be the exhibit work and the 
exhibit work the regular work. The exhibit furnishes 
one more motive for spending our time more wisely and 
judiciously and assists in producing better results in the 
school work. It takes very little extra w^ork but adds 
much interest to all school w^ork. Wq niention in this 
connection a few of the many good results that have 
been observed from our past exhibits : 

1. Stimulates pupils to more efficient work. 

2. The work of a district becomes more systematic. 

3. Affords a means of getting new ideas. 

4. Parents have a better opportunity to see and 
know what is going on in the schools. 

5. Creates a better school sentiment. 

6. When premiums are paid in books it affords a 
means of distributing many valuable books among our 
schoo)*^. 

Rules. 

The following are the rules that govern our county 
exhibit. Additions or omissions may be made to suit 
local conditions. 

1. Premiums paid in books for the school. 

2. Premiums to be selected from catalogues of lead- 
ing publishers, tha\ are approved by the school exhibit 
committee and superintendent. 

3. All entries are I'ee and confined to the county. 

4. Premiums to be r^lected by the superintendent 
of the schools making the exhibit. 



114 AGRICULTURE AND GARDENING FOR SCHOOLS. 

5. In townships not having a superintendent pre- 
miums are to be selected by three teachers appointed 
by the board of education. 

6. In special districts (not High Schools) premiums 
to be selected by the teacher. 

7. Premiums should be selected before the close of 
the fair. 

8. All work exhibited must contain the name, grade 
or age of the pupil and the name of the school. No 
work can be accepted for display after the second day of 
fair. 

9. Exhibitors must arrange their own work undei 
the direction of the superintendent of the exhibit eithei 
on Saturday before fair week, and must not be removed 
before 3 r. m. of the last day of fair. 

10. All schools wishing space should report to th? 
superintendent of the exhibit not later than three weeks 
before fair. 

11. Work on display shall be that done by the 
pupils during the year preceding the exhibit. 

12. In this display at least 75 per cent, .of the pupils 
of each system of schools should be represented. 

13. All manuscript work above the second grade 
shall be written in ink. 

14. All manuscript work not counted shall be ar- 
ranged in book form, so that same may be placed on 
tables or hung on railings. 

15. Amount of space allowed each system of schools 
shall be determined according to the size of the schooJ 
and the date of applicatfon. 

16. All work of the same class should be done on 
paper of uniform size and quality, as nearly as possible. 

17. All teachers of each system of schools making a 



ACRICULTURE AND GARDENING FOR fCIIOOLS. 115 

display should assist in arranging the work at the place 
of the exhibit. 

18. All premiums to be awarded not later thaw 
Thursday of fair week. 

19. The superintendent reserves the right to rule 
on all questions not covered by these rules. 

20. All schools of the county are cordially in- 
vited to participate in this school exhibit. 

The following premiums can be altered to suit loca^ 
conditions : 



Display Premiums. 

The following is a list of the premiums offered by 
the Warren County Fair Board on school v^ork shown at 
the Fair Grounds the last two days in September and 
the first two days in October. 

1. Each and all first grade high schools making an 
exhibit of school work that will represent 75 per cent 
of all work done in the school shall receive $15 in books. 

2. The first grade high school having the best dis- 
play of school \vork shall receive $5 %vorth of books in 
addition to the regular premium. 

3. Each and all second grade high schools making 
an exhibit that will represent 75 per cent, of the work 
done shall receive $15 in books. 

4. The second grade high school having the best 
display shall receive an additional $5 in books beside? 
the regular premium. 

5. Each and all third grade high schools making an 
exhibit that will represent 75 per cent, of aU work done 
in the school shall receive $10 in books. 

6. The third grade high school having the best 



116 AGRICULTURE AND GARDENING FOR SCHOOLS. 

display shall receive $5 in books besides the regular 
premium. 

7. Each and all townships, whether composed of 
sub-districts or special districts (excluding high schools), 
making an exhibit that will represent 75 per cent, of the 
work done shall receive $15 in books. 

8. The township having the best display shall re- 
ceive $5 in books in addition to the regular premium. 
In case all schools in the township are specials (not 
high schools) the premiums are to be divided equally 
among all schools in said township making the exhibit. 

9. In case a township is composed of both sub-dis- 
tricts and specials (excluding high schools) the special 
making an exhibit that will represent 75 per cent, of all 
work done shall receive $5 in books. 

10. In case there are less than three specials (ex- 
cluding high schools) making an exhibit in any one 
township that may be composed entirely of special dis- 
tricts, each school shall receive $5 in books, that makes 
an exhibit representing 75 per cent, of all the work done. 

.Special Premiums. 

11. The high school having the best display of 
manual training work done by pupils of the manual 
training class shall receive $10 in books in addition to 
the regular premiums. 

12. The high school making the best display of 
physical culture work with the class in physical culture 
s-hall receive $10 in books in addition to the regular 
premium. 

13. The second grade high school making the best 
display of agricultural products and flowers raised by 
the boys and girls shall receive $10 in books in addition 
to the regular premium. 



AGRICULTURE AND GARDENING FOR SCHOOLS. 117 

14. The third grade high school making the best 
display of agricultural products and flowers raised by the 
boys and girls shall receive $io in books in addition to the 
regular premium. 

15. The township (whether composed of all special 
or all sub-districts) making the best display of agricul- 
tural products raised by the boys and girls shall receive 
$10 in books in addition to the regular premium. 

16. The special district (excluding high school) 
that may be located in a township of both special and 
sub-districts, making the best display of agricultural 
products shall receive $5 in books in addition to the 
regular premium. 

One of the first counties of Ohio to establish a 
county school exhibit in connection with the county fair 
was that of Putnam. I am informed by A. P. Sandles, 
who has been interested in that county's fairs for years, 
[hat the school exhibit or educational department is by 
far the strongest department of their county fair. The 
department attracts a large attendance to the fair. 
Schools throughout the county observe Children's Day, 
which is set apart by the local county fair board espe- 
cially for the children. Premiiums are paid in books. 
The first year about $150 in books were distributed, and 
at present more than $600 is annually appropriated by 
the board for the purpose of purchasing books to be 
distributed as premiums. The teachers select the book 
needed in their schools. Think what this means to the 
schools of any county to have such a valuable supply of 
books added to the school libraries each year. 

Too much cannot be said in praise of such worthy 
movements. Since the premium list is somewhat differ- 
ent from the one outlined above, we publish the list 
used in that county. This premium list is taken from 



118 AGRICULTURE AND GARDEMXC. FOR SCHOOLS. 

their annual premium IJst arid may prove helpful to some 
one getting up a county exhibit. 

DISPLAY ' PREMIUMS. 

Division i. 

Work in this class not to be otherwise entered, ex- 
cept in Divisions 2 and 4. 

Village Schools. ist 2d 

Class A, Ottawa, Pandora $8 $4 

" B, (Columbus Grove, Leipsic, Conti- 
nental) 8 4 

" C, (Glandorf, Kalida) 8 4 

" D, (Ottoville, Dupont, Belmore, Miller 

City, West Leipsic, Ft. Jennings) . . 8 4 
" E, (Ottawa Parochial, Leipsic Parochial). 8 4 
" F, (Cloverdale Parochial, Kalida Paro- 
chial ) 8 4 

" G, (Gilboa, Hartsburg, Vaughnsville, 

Cloverdale, Rushmore) 8 4 

" H, (Crawfis College, Sugar Township 

High School) 8 4 

Division 2. 

1. To consist only of manuscript work. 

2. Work in thii class may be entered in display. ^ 

3. Seventy-five per cent, of the pupils, and all ^ 
branches of work done, to be represented. 

4. Village schools only. 

1st 2d 

Best display 8th grade work $2' $1 

7th " " 2 I 



AGRrCULTURK AND GARDEXIXG FOR SCHOOLS. 119 



1st. 

Best display 6th g,rade work $2 

" . " 5th " " :.... 2 

" 4tli " " 2 

2d 

I5t " 

Kindergarten Work 

Best display High School work of 3rd grade. . 4 2 

Best display High School work of 2nd grade. . 4 2 

Best display High School work of ist grade. . 4 2 



Division 3. 

Country Schools Only, 

I. Competition confined to sub-district schools of 
each township. 

1st 2d 3d 

Blanchard $4 $2 

.Greensburg 4 2 

Jackson , 4 2 

Jennings 4 2 

Liberty 4 2 

Monroe 4 2 

Monterey • |. 2 

Ottawa j- 2 

Palmer 1- 2 

Perry | 2 

Pleasant , 4 2 

Riley 4 2 

Sugar Creek . 4 2 

Union 4 2 

Van Buren 4 2 

Sub-district (open to County) 4 3 




Shakeb Hill School Display. (See page 127.) 



agriculture and gardening for schools. 121 

Division 4. 

1. Any specimen may be included in drawing. 

2. Work in this division may be entered in Divi- 
sions I and 3. ^^^ 2d 

Best display of penmanship by village schools 

which have recognized High Schools $2 $1 

Best display of penmanship by other village 

schools 2 I 

Best display of penmanship by county schools . . 2 I 

Best display of drawing by country schools. ... 4 2 

Best display of drawing by village schools 4 2 

Division 5. 

1st 2d 3d 

Best display agricultural work, village. .$4 $2 $1 

Best display agricultural work, country. .4 2 i 

INDIVIDUAL PREMIUMS. 

Penmanship — Division i. 

I. Specimen to contain alphabet in capital and small 
letters, the Arabic figures and the following quotation : 

PIPPA'S SONG. 

The Year's at the spring. 
The day's at the morn ; 
Morning's at seven ; 
The hill-side's dew pearle.l; 
The lark's on the wing ; 
The snail's on the thorn; 
God's in His heaven — 
All's right with the world. 

— Robert Brozvnin^. 



122 AGRICULTURE AND GARDENING FOR SCHOOLS. 

2. No pupil can receive more than one premium in 
penmanship in this classification. 

3. Twenty-seven premiums will be awarded to vil- 
lage pupils and twenty-seven to pupils of country schools. 

4. All specimens must bear entry number of pupil, 
age of pupil, date of execution, and indicate whether 
country or village pupil on lower right hand corner. 

5. Penmanship pupils to ten years of age may write 
with pen or pencil. Pupils above ten years of age must 
write with pen. 

6. In penmanship, awards and competition will be 
classified as follows : 

Pupils 6 years old. Pupils 11 years old. 

Pupils 7 years old. Pupils 12 years old. 

Pupils 8 years old. Pupils 13 years old. 

Pupils 9 years old. Pupils 14 years old. 

Pupils 10 years old. Pupils over 14 years. 

Three premiums being awarded to each age. 



COMPOSITION WORK. 

•I. No pupil to submit more than one composition. 

2. Composition to contain not less than 200 and not 
more than 350 words. 

3. Entry number of pupil, age of pupil, number of 
words in composition, and indication of country or vil- 
lage pupil on outside of cover. 

4. Composition must be sent to superintendent not 
later than September 20th. 

5. Composition to be on one of the following sub- 
jects, three premiums being awarded to country pupils 
and three to village pupils on each subject, 30 premiums 
in all: 



AGRICULTURE AXD (lARDENING FOR SCHOOLS. 12. 

A Day on the Fair Grounds. 

My School. 

My Favorite Game. 

Our Greatest President. (Give reasons.) 

Five Greatest American Inventors. 



DRAWING. 

Maps. 

1. Sixty- four premiums will be awarded to country 
pupils and sixty-four to village pupils on each specimen 
named, but no pupil shall receive more than one premium 
on any specimen named. 

2. Competition and awards will be classified com- 
mencing with pupils eight years old and under, eight 
premiums being awarded to each age. 

3. Each map must have entry number of pupil, age. 
and date of execution on lower right hand corner, and 
indicate whether country or village pupil. 

4. The maps of Ohio and Indiana (together) and 
North America to be drawn by pupils eight years and 
under to eleven years. 

5. The maps of Europe and United States to be 
drawn by pupils twelve years of age to fifteen years and 
over. 

6. Eight premiums to country pupils eight years 
and under, on Ohio and Indiana. 

Eight premiums to country pupils nine years, on Ohio 
and Indiana. 

Eight premiums to country pupils ten years, on Ohio 
and Indiana. 



124 AGRICULTUKI- AND GARDENING FOR SCHOOLS. 

Eight premiums to country pupils eleven years, on 
Ohio and Indiana. 

Eight premiums to country pupils eight years and 
under, on North America. 

Eight premiums to country pupils nine years, on 
North America. 

Eight premiums to country pupils ten years, on North 
America. 

Eight premiums to country pupils eleven years on 
North America. 

Eight premiums to country pupils twelve years, on 
the United States. 

Eight premiums to country pupils thirteen years, on 
the United States. 

Eight premiums to country pupils fourteen years, on 
the United States. 

Eight premiums to country pupils fifteen years and 
over on the United States. 

Eight premiums to country pupils twelve years, on 
Europe. 

Eight premiums to country pupils thirteen years, on 
Europe. 

Eight premiums to country pupils fourteen years, on 
Europe. 

Eight premiums to country pupils fifteen years, and 
over, on Europe. 

7. The same as ahoic to z'illai^c pupils. 

8. Miscellaneous drawing classified and awarded as 
in map drawing, and the same number of premiums 
given. 

9. A total of 512 premiums on map drawing and 
miscellaneous drawing. 



ACRICrLirRF. AXD CARDF.XlXd ]OR SCHOOI^S. 125 

(For Pupils Eleven Years and Under.) 

1. Ohio and Indiana [together], showing chief 
cities, rivers, railroads, etc. 

2. North America, showing pohtical divisions, 
rivers, cities, etc. 

(For Pupils Twelve Years and Over.) 

3. Commercial map of United States, showing nat- 
ural and artificial routes of commerce, commercial cen- 
ters, and indicating articles of commerce of different 
regions. 

•4. Europe, showing political divisions, chief cities, 
rivers, mountains, etc. 

Miscellaneous. 

1. Competition and awards classified as in map 
drawing. 

2. Same rule as to entry number, age, date of execu- 
tion, and indication of country or village pupils as in 
map drawing. 

1. Fruit or flowers, any age. 

2. Landscape, any age. 



TOWNSHIP SCHOOL EXHIBITS. 

• See illustration Township School Exhibit, page 2^. 

The Work of the Turtlecreek Township Rural 
Schools Displayed in Grange Hall, Lebanon, O. 

A township school exhibit is an exhibit where each 
sub-district schogl in the township makes a display, and 
all are brought together at some central point. This is 



126 AGRICULTURE AND GARDENING FOR SCHOOLS. 

an excellent plan to compare the work of the various 
schools. 

The township exhibit affords a better opportunity for 
bringing out the detail work of the schools than the 
county exhibit, as fewer schools are competing and 
better space is afforded. . 

A program is usually held in connection with town- 
ship exhibits. This program is made up of selections 
from each school. It is well at this time to have promi 
nent educators of your state to assist on the program 
that they may help to arouse the enthusiasm, which is 
so much needed in rural communities. 

We have found that addresses along the line of agri- 
culture, illustrated with the stereopticon, are very appro- 
priate. 

The material exhibited at these displays can best be 
Vmderstood by showing the following cuts which repre- 
sent only a small part of the exhibit : 

A part of the Rock School Seed Exhibit that con- 
sisted of 204 different varieties. The Rock is one of 
the sub-districts in the township. (See illustration of 
Rock School Display, page 45.) 

The Valley School display consisted of the follow- 
ing: Sixty varieties of woods, large collection of Indian 
relics, domestic science work, busy work, composition 
books, three varieties of corn, two corn testers, examina- 
tion papers on all subjects from each grade, daily work, 
color work and agricultural drawings. (See illustration 
of Valley School Display, page 50.) 

The Independent School display consisted of the fol- 
lowing: Mounted pressed flowers and woods, wood- 
craft work, mounted butterflies and months, examination 
papers, daily work, busy work, domestic science work, 
composition books, spelling tablets, color work, drawings 



AGRICULTURE AND GARDENTNG FOR SCHOOLS. 127 

in ink and with pencil, designing-, house planning, agri- 
cultural drawings, map drawings. (See illustration of 
Independent School Display, page 45.) 

The Pleasant Hill School display consisted of the 
following: Ten ears white corn, ten ears yellow corn, 
one corn tester, thirty-five varieties of woods, drawings 
with pencil and water colors, examination papers and 
daily work from all grades, composition books, spelling 
tablets, busy work, nature work, flowers, rocks, copy 
books, domestic science work. (See illustration Pleas- 
ant Hill School Display, page 86.) 

The Shaker Hill School display consisted of the fol- 
lowing:' One corn tester, miniature reproduction of 
Lincoln's Log Cabin in different varieties of wood, com- 
position ])ooks, examination papers, rugs, crochet work, 
busy work, forty varieties of wood, daily work, agricul- 
tural drawings, drawing books. (See illustration of 
Shaker Hill School Display, page 120.) 

The Liberty and Walley School display consisted of 
the following : 

The Liberty display : Ten eajs yellow corn, attend- 
ance calendar, busy Vv'ork, composition books, examina- 
tion papers, drawing books, color work, daily work, 
agricultural drawings. 

The Valley display : One corn tester, twenty ears of 
yellovv^ corn, agricultural drawings, manual training 
work, busy work, domestic science work, color work, 
examination papers, daily work, weed seed, and forty 
varieties of wood. The book case, flag and chest of tools 
in this picture are three of the prizes offered on school 
work. (See illustration of Liberty and Valley School 
Display, page 142.) 



128 AGRICULTURE AND GARDENING FOR SCHOOLS. 



Premiums. 

If premiums are offered on any part of the exhibit 
it increases the enthusiasm among the children and 
causes them to put forth greater effort. Assistance in 
securing premiums can be had by obtaining the co- 
operation of business men in your township. Granges, 
Farmers' Ckibs and Farmers' Associations are generally 
glad to assist any progressive movement along agricul- 
tural lines in their schools. 

These premiums should go to the school rather than 
to the individual. 

Framed pictures, library books, flags, cash prizes, 
book cases, apparatus for conducting agricultural experi- 
ments, special books on agriculture, nature charts, 
bird charts, maps, globes, or any supplies that are needed 
in the schools, are very suitable premiums to offer 

Individual School Exhibit (Parents' Meeting.) 

If you are teaching in a city, village, or a one-room 
county school, get up a display of school work. Ar- 
range a program of a general nature and invite the 
parents. You will be surprised at the interest that will 
be manifested. The parents have a right to know what 
is going on in the school, and if the display is made up 
largely of the regular work, this affords them an ex-. 
cellent opportunity to see all work that is done. They 
enjoy hearing the exercises of the children. Such gath- 
erings are sometimes called parents' meetings. They 
should be parents' meetings. Parents should learn to 
feel they cannot afford to miss them. Parents are some- 
times, given a session of their own to discuss round 



AGRICULTURT': AND GARDENING FOR SCHOOLS. 129 

table topics in reference to school and social afifairs. If 
the display and parents' meeting is held late enough in 
the year and the weather is favorable, the meeting 
sometimes adjourns to a lawn or park where all kinds 
of games are conducted. When all day sessions are held 
a picnic dinner is a part of the program. This is, indeed, 
a very attractive feature and one that should be en-» 
couraged. Teachers in all states that have conducted 
such meetings believe them to be very helpful and great 
instruments toward the betterment of local school and 
social affairs. 

The Needs of the Rural Schools. 

What are the needs of the rural schools ? 

Only can the rural school be looked at from the 
right standpoint, and with the proper significance, when 
we realize that the people who laid the foundations of 
this great commonwealth of ours were a great major- 
ity of them, products of this worthy institution. Who 
is there but feels that the simple country home and 
school life of many of our great history makers was the 
needed influence, which gave rise to majestic thoughts 
and noble deeds in these great leaders. For when we 
realize the men and the sons of men who felled the 
first trees of our forests, and who hewed out and built 
our first log cabins, are the same men with their noble 
sons who blazed the road to the site of our national cap- 
ital and there built the enduring monument to their 
memory a government for the common people, a govern- 
ment of the common people, and a government by the 
common people, it is then we see what the rural com- 
munities have meant to America. Taking the past as 
a safe criterion, and casting our eyes to the future, we 



130 AGRICULTURE AND GARDENING FOR SCHOOLS. 

are again led to believe, that the stability, honor, and 
progress of our nation depend to an inestimable degree 
upon the character of the American rural home and 
upon the physical, moral and intellectual development of 
the boys and girls in these homes. We have observed 
and must not be restrained from saying, that in many 
instances we fear the farmer has forgotten for what the 
rural community has stood, and laying aside these oppor- 
tunities which belong to him and his family, has thrown 
effort and strength into the drudgery of farm life. The 
most noticeable feature which leads to this conclusion is 
the habitual absence from school of the rural boy of 
from seven to fourteen years of age. The father is 
evidently placing higher valuation upon the boy's child- 
hood labor than upon his education. This is not always 
through indifference but often through ignorance. Most 
parents are interested in their children's education but 
are shortsighted at the amount it takes to enable a young 
man of today to cope with the conditions he encounters. 
This manner of getting an education might have done 
in the earlier periods of our national life but if the rural 
communities continue to furnish to our nation, in a large 
part its virility and strength, they must keep pace with 
present conditions. The standard of equipment in every 
vocation has gradually grown higher, and it is this 
change of condition to which the rural life of today 
must adjust itself. Being reared upon the farm, I fully 
realize there are times when the boy and girl are abso- 
lutely needed to assist at home, but care should be taken 
that this should not become an excuse for habitual 
absence. For the home influence should be the help to 
its inmates, not the hindrance. Certainly one of the 
needs of the rural school today is increased educational 
sentiment. If the absence of the child is the result of 



AGRICULTURI-: A.\D CAKD.::; ; . . c, i o;j schools. 131 

insufficient knowledge as to what the value of education 
is and what it means to the child, then interest in school 
affairs should certainly be stimulated and raised to its 
proi)er place in such communities, that the imposition 
upon the rural boy be discontinued and he be restored 
to his proper right in the home. We are gratified that 
favorable reports are heard from all parts of America 
concerning increased school attendance and punctuality 
in the rural schools. These ha\'e been received in most 
cases from the organized townships where thorough 
supervision has been established. From the time of 
inauguration of the movement by the Boards of Educa- 
tion, a healthy spirit of rivalry w^as established among 
the pupils of the various schools, the interest in school 
affairs arose throughout the townships generally and 
attendance and punctuality were greatly helped. In my 
own case, I have experienced a decrease of forty-five per 
cent, in the total tardy marks of the township schools 
and an increase of fifteen per cent, in average daily 
attendance in the same schools. The initiation alone 
proved 'not the stimulus as each succeeding year has 
placed each nearer what it ought to be. These are not 
the only departments of school work which prove that 
supervision has increased educational sentiment, for by 
this system, township displays are made possible and 
thus the work of the school is brought before the people 
in si;ch a way they can understand what is being done. 
What parent is not interested when he sees before him 
the neat, well prepared manuscript which represents the 
actual daily work of the child who was able by perfect 
attendance to receive every day's instruction? Likewise 
by the representation from the pupil del^ained to assist 
at home, does not the parent make the comparison and 
resolve to henceforth better do his duty by his child? 



132 AGRICULTURE AND GARDENING FOR SCHOOLS. 

Such was the plan for the exhibit and the plan worked. 
The work of each pupil in every school placed side by 
side could not help but bring forth from the patrons an 
expression of pleasure on knowing exactly the work of 
the school, and with it, a determination to aid in better 
results by the combined effort of parent and pupil. 

But we believe there are other needs in addition to 
increased educational sentiment. It is the study of the 
principles of their occupation. For many years, the city 
school has spent money lavishly to equip her industrial 
and trade schools, while the prerogative of knowing his 
occupation has been denied the country youth. The 
farmer has not been ignorant of this feature, however, 
for he has been trying for years to have Agriculture 
taught in the schools, and only where it has been suc- 
cessfully tried, does he realize what a movement it has 
been to create a needed interest in rural schools. Boards 
of Education in the township district schools where 
Agriculture has been introduced a sufficient time to give 
it a thorough test make the statement that they believe 
this to be the best move they have made for years to 
increase the practical knowledge of the rural boy and 
girl and to cause the parent to really feel that the school 
is of some practical help to him in the rearing of his 
children. This subject is taught by man}^ different 
methods, but a text book on Elementary Agriculture is 
usually adopted to serve as a basis for teaching. Besides 
this, however, a great amount of other literature can 
be obtained which is very useful as additional work. 
I especially recommend the Extension Bulletins pub- 
lished by the College of Agriculture. Samples of the 
Bulletins can be secured by • addressing the Superin- 
tendent of the Extension Department of your Sta:e 
University. The bulletins are written in simple 
language, that can be easily understood and the illus- 



AGRICULTURE AND GARDENING FOR SCHOOLS. 133 

trations are always such that the pupils can appre- 
ciate theuL I would not be so assured of the value 
of Agriculture, had I not seen that the results desired 
in the schools were gained to a great extent through 
this work. So interested and so inspired were the pupils 
of a township which I formerly served as superin- 
tendent, that when spring came, forty-two boys each 
undertook the cultivation of a plot of corn for himself. 
Not just any kind of corn was planted but only that 
which had been carefully tested in testers made by their 
own hands. So practical and profitable did it seem 
to these farmers that the interested and enthusiastic 
members of the township where this began, afterwards 
became leaders in the County Corn Contest there, 
which served to leaven the whole lump. If future 
work is in proportion to the work of the past, we 
are assured that it will be a great means toward the end 
sought. In addition to the practical knowledge gained 
by these boys in the selecting of seed corn, the tilling 
and fertilizing of the soil, they kept a careful record cf 
all important points to the number of fourteen, and this 
year the record required kept, which will be entered with 
their exhibit at the contest, is even more scientific than 
formerly. The boys are not alone in the enthusiasm 
gained from this study ; for the girls under this same 
instruction throughout the township, took up the idea of 
beautifying the home and many flower gardens were 
added to lawns throughout these rural districts. We 
feel sure also that the work is only in its infancy, as it 
has been tried only a short time, and this year we find 
that parents are interested, business men are interested, 
the Board of Education is interested, aiding one and all 
by the ofifering of valuable prizes for the best results ob- 



134 AGRICULTURE AND GARDENING FOR SCHOOLS. 

tained along these special lines. In bringing these ideas 
of nature before the mind of the child from the earliest 
possible time will it not also aid in developing a clean, 
honest and useful body of citizens? And will it not 
bring to pass that complete interest of pupils, patrons 
and teachers, which is so much desired? 



A COURSE OF STUDY FOR RURAI. SCHOOLS, 

INCLUDING PRACTICAL NATURE STUDY 

AND AGRICULTURE. 

The general criticism offered on most courses of 
study that teachers secure is, they are too long and con- 
tain too much material. The teacher in trying to map 
out his work according to such a course finds it ex- 
ceedingly difficult to do so as he does not always know 
what material to use and what to omit. Since this 
criticism has been made it is our purpose to set forth 
plans that are both simple and concise. 

Primary Department — First Year. 

Reading. — Use a combination of the word, sentence 
and phonic method. After the child begins to read 
fairly well, gradually supplant the word 'method by the 
phonic method. Use chart until well mastered, then 
take up the Primer or First Reader. Copies of the 
chart in pamphlet form can be secured and children can 
take this home and study. Some primers are primary 
enough to take up in the beginning if the teacher is 
efficient in teaching reading. A number of primers 
should be read before taking the First Reader. Have 
pupils observe carefully the pictures and talk freely of 
what they are, always requiring complete sentences. 



AGRICULTURE AND GARDEN! XT. ViVi SGIIOOLS. 135 

Point out on the chart and place on the blackboard 
words known and uged by the pupils until they are fa- 
miliar with the sight and with the sound. Teach the 
phonic elements of all words and have them spelled 
both by sound and by letter. The long and short 
sounds should be taught first. Occasionally pronounce 
correctly words with long and short vowels and have 
pupils mark them diacritically. Use supplementary 
words. Cultivate from the first proper modulation. 

Seat Work. — Matching words to pictures, making 
the words in the reading lessons from boxes of letters. 
Place all the a's in one group, all the b's, etc. Spell 
names or any other words known from letters in the box. 

Readers. — Two Primers and two First Readers can 
often be read the first year in addition to the chart. 

Spelling. — Spell, all new words in the reading lesson 
as given in the reader. When a child is able to recog- 
nize any First Reader word he should also be able to 
spell it. Have oral, written and phonic spelling. Words 
in the reading lesson and simple sentences can be 
written at dictation the last part of the year. 

Writing. — Give instruction regarding the position 
of the body and manner of holding the pen. Easy let- 
ters should be taught first and they should be made 
large. Teach the proper form of the letter from the 
first. Teach children to be neat with their w^riting and 
to keep their slates or paper clean. Assign short 
writing exercises and see that they are written as well 
as possible. 

Number. — Teach objectively all combinations from 
one to twenty. Teach the meaning of the signs plus 
( + ), minus ( — ), and the sign of equality ( = ). The 
numeral frame is sometimes used to advantage in teach- 
ing small problems in addition and subtraction in this 



136 AGRICULTURE AND GARDENING FOR SCHOOLS. 

grade. Learn to count, read and write numbers to lOO. 
Secure a good book on oral lessons in number. W^iite's 
Oral Lesson in Number and Speer's Primary Arithmetic 
will both prove helpful to the teacher. (Some pupils can 
take multiplication and division in this grade.) 

Language— Te^ach language orally with the reading 
lesson by the conversational method. Pupils should use 
complete sentences in telling what they see and read. 
Pictures should be used freely. The pupils should make 
a collection of pictures of men and objects of interest, 
concerning which the teacher should talk and have the 
pupils reproduce the same in oral or written exercises. 
Pupils can memorize short selections. 

Nature. — Brief lessons on plants and animal. (See 
Division No. I, page 7.) 

Second Year. 

Reading. — Second Reader. .Give special attention to 
expression, enunciation and articulation. Explain mean- 
ing of new words. Each lesson should be mastered be- 
fore taking up another. Have pupils relate the story 
of the lesson. Teachers can occasionally read a short, 
easy story and have pupils relate it. See that they are 
taught the correct pronunciation. Continue work of 
first year and teach to recognize the sound value of com- 
binations. Point out the new words in the lesson and 
see that pupils understand them before they take up the 
study of the lesson. The lesson may occasionally be 
read by the teacher as an illustration of how^ he desiree 
it to be read. Imitation is an important factor with 
children of this age. L'se supplementary readmg. 

Spelling. — Spell all new words in the reading les- 
sons as given in the word lists. L^se frequent reviews. 
Learn the meaning and use of more diacritical marks. 



AGRICULTURE AND GARDEXIXG FOR SCHOOLS. 137 

Writing. — Continue work of first year. 

Xiunhcr. — Add, subtract, multiply and divide num- 
bers to 103. Review addition and suotr^ctioi. Continue 
oral lessons and take board work in fo.ir fandamentals. 
Study Roman notation to L. Master multiplication 
tables in all forms to 8's. Count, read and write num- 
bers to 200. Learn the first eight division tables. Take 
supplementary work. Refer to White's Oral Lessons in 
Number. 

Language. — Continue work of first year. Commit 
appropriate poems. Teach use of capital letters in 
proper names. Teach use of question mark and period. 
L'se text suitable for the grade. Long's Exercises, Part 
I, or similar text. L'se picture stories and other sup- 
plementary work. 

Xaturc. — Study familiar plants, such as golden rod, 
geranium, pansy, violet, walnut and hickory trees. Con- 
duct conversation lessons on cats, squirrels, lions, tigers, 
and other animals that have been seen by the class. 
Under leaves : netted-veined and parallel-veined, as well 
as the forms and outlines of the leaf. L'nder roots: 
edible, forms and kinds. Animals and their products. 
(See Division No. i, page 7.) 

Third Year. 

Reading. — Third Reader. See directions under sec- 
ond year. In this year pupils begin to gain power to 
read with very little assistance and should also begin to 
acquire a taste for supplementary reading. Continue 
the study of the diacritical marks both in the reading 
and spelling les-on. This class should read two or more 
Third Readers during the year, as well as other books 
that have been recommended for this grade. Have 
pupils reproduce the story of the lesson and to talk 



138 agriculture: and C.ARDENIXr. FOR SCHOOLS. 

about the supplementary books they have read. Teachers 
often give from two to five per cent, credit for each 
supplementary book read and reproduced. In order to 
acquire good articulation and pure qualities of tone and 
readiness of expression, use word lists for frequent 
practice. In connection with the reading or language 
commit some suitable poems from standard authors. 

Spelling. — Spell word lists found in the Third 
Reader. Drill on sounds of letters and corresponding 
diacritical marks. Take ofif a small per cent, for all mis- 
spelled words in any written recitations. If text-book 
is used take about one-sixth or one-fifth of the book in 
this grade. 

Writing. — First take exercises on practice paper to 
secure ease of movements. Pupils should be trained to 
write legibly and as rapidly as possible. Correct faults 
found. Begin use of copy book, Copy Book No. i. 
Use about fifteen minutes each day for writing lesson. 
See that pupil sits in an easy position and possesses a 
free movement. Use pen and ink. 

Arithmetic. — Review work in fundamental opera- 
tions. Teach pupils to count by two's, three's, five's 
and ten's. Continue Roman notation to M. Take pri- 
mary text-book where your arithmetic is a three book 
series. The text-book should be supplemented with oral 
and blackboard work. Read and write numbers in the 
thousands. Take multiplication and division tables to 
12, borrowing in subtraction. Use as much drill work 
as possible. Where a two book series is used they can 
cover from forty to sixty pages of the first book in this 
grade. Make the daily work flexible and use as much 
supplementary work as time will permit. 

Language. — Use oral lessons based on the lives of 
noted men. Teach stories of national holidavs. Con- 



AGRTCULTURI-: AND CARDRXING FOR SCHOOLS, 13^? 

tinue picture stories. Introduce letter writing. Build 
sentences from words found in the spelling lesson. Chil- 
dren should reproduce a large per cent, of the stories 
read by teacher. First oral, then written. Use part I 
of a three book series, or a Third Reader grade lan- 
guage book on the order of Long's Part II, or the first 
one-third of book I, in a two book series, for this grade. 

Physiology. — Use oral work. Give lessons in hy- 
giene. Discuss in a primary way, the uses of the skin, 
bones, muscles, teeth, stomach, foods and drinks. 

Geography. — Oral work. Teach children to know, 
their township and county. Have lessons based upon 
the following : Directions, sunrise, sunset, the seasons, 
weather observations, idea of map drawing, map of 
school grounds and home yard. Combine with some 
local history. Use New Century Oral Lesson Book, 
Fry's The Child and Nature, Brooks and Brook Basins. 

Nature. — See under geography in this grade and also 
under second year nature. Refer to list of books on 
science for this grade. Alternate oral lessons in nature, 
geography and physiology. Use material secured under 
nature, physiology and geography in the language work. 
Study the w^ild carrot, thistle, maple tree, trillium, anc 
other familiar flowers. Make a collection of leaves and 
name them. Study buds, how protected, how arranged. 
Use blackboard calendar for the w^eather record. Study 
cause of rain, frost, hail, snow and ice. (See Division 
No. I, page 7.) 



140 AGRICULTURE AND GARDENING FOR SCHOOLS. 



Intermediate Department — Fourth Year. 

Reading. — First lialf of Fourth Reader. Use dic- 
tionary for meaning of all new words. Intelligent read- 
ing and naturalness of expression should be observed in 
this grade. Refer to the list of library books for sup- 
plementary work for this grade. 

Spelling. — Spell word lists found in your Fourth 
Reader. Have all new words spelled and defined. Con- 
tinue diacritical marks. Alternate oral and written 
lessons. Grade on spelling in all written work. Con- 
duct frequent reviews and dictation exercises. Take 
second and third one-sixth or one-fifth of the text-book 
in spelling. 

Writing. — Give attention to rapidity and legibility. 
Observe suggestions previously stated. Use Copy Book 
No. 2. 

Arithmetic. — Review third year work. Take to 
page I GO in first book of the two book series, or to 
Compound Denominate Numbers in the intermediate 
book in the three book series. Use much supplementary 
work. Give concrete problems involving all abstract 
processes previously learned. Train children to cipher 
rapidly and correctly. Complete Roman notation. Some 
classes will be able to complete the first book of a two 
book series in this grade. This is usually advisable, 
especially when the teacher desires to plan the work to 
complete the advanced or second book in the seventh 
grade. This gives the eighth year for a general review 
and supplementary work in arithmetic. 

Language. — Review third year work. Give special 
attention to letter writing, dictation exercises, spelling, 
punctuation, capitalization, paragraphing, dividing words 
at the end of the line. Take second one-third of book I, 



AGRicuLTu:::-: and gardenixg ro:-i sciiooli\ 111 

in a two book series, or the first lialf of book II, in a 
three book series, or a Fourth Reader grade language 
on the order of Long's Part II, for the Fourth Reader 
grade. Observe instructions under third year. 

Physiology. — Take up and complete a primary text- 
book of a three book series. If no text is adopted con- 
tinue use of oral work suggested for third year. 

Geography. — Comj)lete and review first half of ele- 
mentary text-book. Use supplementary work. Continue 
map drawing idea mentioned in third year. Use ap- 
paratus to explain movements of the earth. Compare 
the distribution of animals and plants with that of heat. 
Show pupils that the one depends u])on the other. 
Show the efifect of hills, mountains and forests u])on the 
climate and soil conditions. Teach the preservation of 
forests. Have pupils draw on paper maps of the states 
studied and paste upon each state an object to represent 
the products it yields. 

Nature. — Study migration of birds and review study 
of familiar flowers and learn as many new ones as pos- 
sible. Observe the plans of seed distribution by securing 
samples of each method. IMake a study of dififerent 
fruits and grains. Combine this work with oral 
geography and have the classes taking the subjects re- 
cite together. (See Division No. 2, page 8.) 

Fifth Year. 

Reading. — Complete the Fourth Reader. Use sup- 
plementary readers and supplementary reading from the 
library. 

Spelling. — See under fourth year. These grades can 
spell together, or use the same words from the spelling 
text. Spell words in the reading lessons and give defini- 
tions. 



AGRICULTURr. A.\"D CIARDKXIXG FOR SCHOOLS. 143 

IVrifiiig. — Continue as in previous years. Use Copy 
Book No. 3. 

Antlimctic. — Review fourth year work. Comj^lete 
intermediate book of a three book series. Complete 
book I of a two book series. Any class sufficiently 
strong io complete the first book of a two book series, 
or the first two in a three book series in the first four 
years, may be a]:)le to complete the advanced book, or 
Practical to Percentage in the fifth year. 

Language. — Review work of the fourth year. Much 
composition work should .be done in connection with the 
work in geography, history and nature. Write on the 
life of noted men for narration, on geographical subjects 
for descri4)tion. Write short stories on tem})erance, hy- 
giene and physiology. Introduce analysis of very short 
and simple sentences. Develop proper forms of busi- 
ness letter writing. Introduce elementary rules for 
punctuation. Observe directions under fourth year. 
Text-book work: Complete book I, in a two book series, 
or com]:)lete book II, in a three book series, or a Fifth 
Reader grade language corresponding to Long's Les- 
sons in English. 

PJiysioIogy. — IMake a reviev/ of previous year. Take 
up and complete an intermediate text-book of a three 
book series, or the first book of a two book series. This 
class can often recite with the fourth grade in this 
branch. Observe rules of digestion and general health. 
Teach scientific temperance. 

Geography. — Review fourth year's work. Complete 
and review elementary text-book of a two book series. 
Have children make relief maps and mark rivers and 
mountains. Introduce the first principles of ohysica! 
geography by discussing the folding of the earth's crust, 
forming mountains and valleys. Read supplementarv 



144 AGRICULTURE a:;u cakdexixg for schools. 

books, such as Carpenter's North America, South Amer- 
ica, Europe and Asia, and Taylor's Views Afoot. Draw 
maps of all countries and paste on each objects repre- 
senting the exports of the country. Another series can 
be drawn representing the imports of the countries. 
Teach pupils the reason for one country producing more 
of a certain product than any other. Make use of the 
globe or other available apparatus. Conduct frequent 
reviews. Trace water routes between all important rivers, 
lakes or sea ports. See King's Methods and Aids in 
Teaching Geography. Sketch from memory maps of all 
grand divisions, also United States and Ohio, locating 
largest cities and rivers. 

History. — The work in history in this year should 
be taken at first from history stories and biographical 
stories. The teacher should occasionally read historical 
selections to the class. Use Stories of the Red Children, 
Stories of Colonial Children, Life of Columbus, Story 
Land of the Stars and English History, Reader Nos. 
I and 2, text-book. Children can complete an elemen- 
tary text-book to the War of the Revolution. Some 
classes can take to the Civil War. Make frequent re- 
views. Let children read as much supplementary work 
on history as time will permit. 

Nature. — Review fourth reader. Study the aster, 
ox-eyed daisy, chick-weed, butterfly weed ; also syca- 
more, maple and pine tree. Learn to recognize seeds 
of familiar plants. Review seed distribution. See Mor- 
ley's Little Wanderers. Make collection and display of 
various fruits. Take excursions to the woods and creek. 
Observe different plant and animal life. (See Division 
2, page 8.) 



AGRICULTURE AND GARDEXIXG FOR SCHOOLS. 145 



Grammar Department — Sixth Year. 

Reading. — First half of Fifth Reader in a five book 
series. Where the reader is an eight book series, one 
book is usuaUy completed in each grade. Use supple- 
mentary work suggested in library list for this grade. 
Spell and define difficult words in each lesson. Make 
frequent use of the dictionary. See other suggestions 
on reading in previous grades. 

Spelling. — Finish text-book in spelling. The sixth, 
seventh and eighth grades can spell together and thus 
save time if 3^ou have a country school of all grades. 
If not, the last half of the book can be divided into two 
or three parts and the sixth grade can spell with the 
seventh, or the seventh could spell with the eighth. 
See direction under previous years for spelling. Give 
special lessons in spelling words in the arithmetic, 
geography, history, physiology, grammar, reading, 
nature work and agriculture in the sixth, seventh and 
eighth grades. 

Writing. — Continue as in previous years. Use Copy 
Book No. 4. Special instruction should be given in 
muscular movement. Use pen and ink above the third 
grade. Practice paper. 

Arithmetic. — Review previous year's w^ork. Take 
first half of advanced book or the Practical Arithmetic. 
A strong class that completed this book to percentage 
in the fifth year can complete to mensuration and review 
this far by close of sixth year. Conduct frequent drills 
to review all of the first five year's work. Teach chil- 
dren to write all kinds of commercial paper. Have them 
work problems made from the notes, etc., they have 
written. Teach arithmetic in a business-like way. In- 
sist upon a good solution of all ^^^roblems. All answers 



146 AGRICULTUKfi AND GARDEN' I :>"('. FOR SCHOOL ^. 

should be marked. Pupils should keep their work neat 
and should be trained to be rapid and accurate. 

Grammar and Composition. — Review important parts 
of the fifth year's work. Study the sentence and its 
elements, words and their uses in the sentence, narra- 
tives and letters, punctuation. Teacher should correct 
mistakes made by pupils in grammar in all other studies, 
also in ordinary conversation. The use of good gram- 
mar in common conversation is only acquired by long 
continued practice. Teach pupils to correct the mistakes 
made in grammar by other pupils on the playground. 
Have pupils make outlines of the different parts of 
speech. Use much supplementary work. Teach them 
good forms in WTiting recommendations, applications, 
adverfisements, business letters and letters to friends. 
Encourage frequent use of the dictionary for the best 
word and for correct spelling. Memorizing choice 
poems frequently will train the mind and improve the' 
child's vocabulary. Text-book: Take first half of ad- 
vanced text-book in grammar. 

Physiology. — Review fifth year's work. Give special 
instruction in Scientific Temperance. Teach best method 
of procedure in case of bruises, cuts, sprains, dislocation, 
burns, drowning, poisoning, and other accidents. Im- 
press effects of alcohol on all parts of the body. Use 
supplementary work. Refer to charts, drawings, etc. 
Have pupils make drawings of important organs, etc., 
of the body. Study rules to observe in protecting the 
public health. Text-book: Take first half of advanced 
text-book on the subject. 

Geography. — Review fifth year's work. Observe 
directions under fifth year. Use supplementary work. 
Use topic method when possible. Make questions from 
the lessons to guide children in difficult lessons. Teach 



AGRICULTURE AXD GARDEN IXC. FOR SCHOOLS. 147 

the reasons for the different industries in the different 
countries, and the reasons for the growth and develop- 
ment of large cities in certain locahties. Use an out- 
hne for review w^ork of the counties in your state or 
states in the United States. The following is suggested: 
Size, surface, occupation of people, population, largest 
cities, rivers, or other bodies of water, capital ; what 
mountains, if any. State ranks first in the Union in 
what (if anything)? Location; history connected with. 

[Note.] It would not be expected that pupils study 
the history of any county or state except the one in 
which they live. Products exported ; products imported. 
Additional topics can be added to the above or certain 
ones omitted to suit conditions. Text-book : Take half 
of advanced text-book. If the text-book contains 
physical geography in the first part this is sometimes 
omitted until the seventh year and the class begins with 
North America. If they begin with North America, 
take about half of the total number of pages in book in 
the sixth year. 

History. — Review work of fifth year. See directions 
under the fifth year. Text-book: Complete elementary 
text-book. Classes strong in history that completed the 
work to the Civil War in the fifth grade can usually 
complete the elementary book by January ist. When 
this is done the class can take supplementary work in 
another history the last half of the year, or, if pupils 
are able they can take up the Advanced School History. 
If the advanced book is taken up in this grade the pupils 
should not attempt to go beyond the War of the Revo- 
lution. Conduct frequent reviews. Have pupils outline 
the w^ork as much as possible. Teach history in con- 



148 AGRICULTURE AND GARDEN I Xc; lO'A fCIlOOL.-. 

nection with geography and geography In connection 
with history. 

Nature. — See instructions under fifth year. Read 
"Plants and Their Children," by Mrs. William Starr 
Dana. Have children make records of the date of the 
appearance and the fall of leaves on different varieties 
of trees. Note the time the tree is bare. Teach chilTlren 
to be able to name all common varieties of trees from 
the leaf or the bark. Classify plants as useful and in- 
jurious, annuals, biennials and perennials ; trees as de- 
ciduous, evergreens, fruit trees, trees for ornament, fire- 
wood or commercial purposes. Study roots under 
useful, injurious, dififerent forms and purposes. Stems — 
Aerial and underground, useful and injurious. Leaves — 
Margins, veins. Flowers — Perfect, imperfect. Make a 
collection of flowers by pressing and mounting speci- 
mens. Animals — Fur-bearing, food-producing and do- 
mestic. Minerals — Make a collection of common min- 
erals. Give a short description of each as to uses to 
man, where and how mined. Make a collection of com- 
mon rocks found in the neighborhood. Teach uses of 
limestone, sandstone shale, coal, slate, marble and gran- 
ite; how formed; where produced? (See Division No. 3, 
pages 8 to 11. Outline, questions, experiments, etc., 
pages 12 to 85.) 

Seventh Year. 

Reader. — Complete Fifth Reader. Review previous 
year's work. See previous suggestions on reading. Use 
supplementary work suggested in library list. 

Spelling. — See suggestions under sixth year. 

Writing. — See suggestions under sixth year. Use 
Copy Book No. 5. 

Arithmetic. — Review sixth year's work. Finish ad- 



AGRICULTUK1-: AND CARDKX 1 X(] ]C)K SCHOOLS. 149 

vance book and review. Use much supplementary work. 
See suggestions under sixth year. 

Mental Arithmetic. — The importance of this study in 
a school course is very well known, consequently no 
space will be taken to discuss it. Text-book : Take first 
half of book. Stoddard's text, or one of similar char- 
acter is recommended. Make this work largely oral. 

Grammar and Composition. — The sentence and its 
elements, phrases, clauses, complements, punctuation. 
Review sixth year's work. See suggestions under sixth 
year. Improvement should be made in the writing of 
compositions. Use much supplementary work. Have 
children read books suitable to their age and scholar- 
ship and reproduce them in the form of a composition. 
Give supplementary work in the diagramming and an- 
alyzing of sentences. Devote much time to parsing all 
parts of speech. 

Physiology. — Review sixth year's work. Refer to 
suggestion under sixth year. Give special instruction in 
hygiene and scientific temperance. Emphasize the im- 
portance of the study of foods, proper ventilation, and 
the advantages of exercises in the open air. Pupils 
should be taught to play out of the school house every 
day in the school year except in stormy weather. Cold 
weather is good for children if they are properly 
clothed. Text-book: Complete and review last half of 
advanced text-book. Use many supplementary texts for 
reference. Read books on the care of health. Be sure 
pupils understand alcoholic and narcotic efifects. 

Geography. — Review sixth year's work. See sug- 
gestions under sixth year. In addition to outline sug- 
gested in that year for county and state geography, use 
the following outline for the study of the grand divi- 
sions : Positions and size, surface, drainage, political and 



150 agkicultur:-: and gardexixc. lo:^ ^-c•TIOOLs. 

natural divisions, climate, races of people, products. 
Encourage the use of different text-books and read 
reference books touching upon the class work. Text- 
book: Take last half of advanced book on the subject. 
If the natural or physical geography was omitted in the 
sixth year, complete and review that in this year. 
Revicvv' the entire year's work. Continue map drawing. 

Histcrw — Flcview work of sixth year. See sugges- 
tions ur.der sixlh year. Teach children to outline the 
period of discovery and exploration. They should be 
taught t-:e value of reading such books as "Cortes," 
"De So'O," "Pizarro," "From Colony to Commonwealth," 
"Pilgrims and Puritans." "Ten Boys." Outline period 
cf colonization and settlement. The Constitution of the 
United States should be read by the i)upils, and the most 
important provisions committed to memory. Text-book: 
.V strong class tliat completed the advanced book to 
the \\?.r cf the. Revolution in the sixth year can com- 
plete and review the entire book this year. They should 
reviev; the administrations by making an cutlhie of all 
importE-j.it events under each one. Pupils not desiring 
to take any special examination on the entire advanced 
book at the close of the seventh year cjn perhaps do 
the work more thoroughly by taking up the advanced 
text-book in history at the first of the book, and com- 
pleting it to Washington's administration. This would 
be advisable, especially if the class finds history a diffi- 
cult branch of study to master. In this case the book 
would be completed in the eighth year with Civil Gov- 
ernment included. Class should give special attention to 
the development of the constitution and formation of the 
Union. 

Agriculture. — Review work of sixth year. See sug- 
gestions under sixth year. After teaching children to 



AGRICULTURE AM) CARDEXINC; IX )R SCHOOLS. 151 

recognize all common trees from their bark, have chil- 
dren make a coHection of bark and sections of wood, cut 
to show the grain. Children can sometimes inchide with 
the samples of bark, cross and lengthwise sections of the 
wood, some pressed leaves and the fruit of each tree. 
Teach the uses of all trees. .Give special attention to 
products of dififerent trees and the process of obtaining 
the product. Read Russell's Native Trees, Apgar's Trees 
of Northern United States. Birds — Make a list of birds 
under the following heads : *'perchers," "scratchers," and 
"swimmers." "Winter birds," see Burroughs' Birds 
and Bees, Keyser's In Bird Land, Johonnot's Neighbors 
With Wings and Fins, Flyers, Creepers and Swimmers, 
Walker's Our Birds and Their Nestlings, and Dawson's 
Birds of Ohio. Minerals : Continue study of min- 
erals in connection with the geography. Text-book : 
Take up study of an elementary text-book on the 
subject. vSee list of those recommended. Take first 
half of the book with supplementary reading in 
agricultural bulletins, farm papers, bulletins from ex- 
periment stations and agricultural colleges. Alternate 
the text-book work with that of the reader. Two les- 
sons a week with the experiments, etc., is sufficient. 
Combine the nature classes and agricultural classes in 
performing experiments. The fifth, sixth, seventh and 
eighth grades can read bulletins, papers, etc., together. 
The nature classes in the first and second divisions can 
be combined. Two times a week is sufficient to cover 
the work suggested. These classes can often be alter- 
nated with the reading or any other branch most con- 
venient. (See Division 3, pages 8 to 11. Outline, 
experiments, etc., pages 12 to 85.) 



152 AGRICULTURl-: -'vND GARDENING FOR SCHOOLS. 



Eighth Year. 

Reading. — Review Fifth Reader with supplementary 
work. Give special attention to the lives of the authors. 
Spell difficult words and give the definitions. Follow 
suggestions under seventh year. Read classics suitable 
to the child. An elementary work on American liter- 
ature can be read with profit. 

Spelling. — Spell with sixth and seventh year. Fol- 
low instructions under sixth and seventh grades. Use 
much drill work. Have pupils keep a record of mis- 
spelled words in a tablet. Regular spelling tablets can 
be secured for keeping all written lessons, grade for 
day, etc. 

Writing. — Use Copy Book No. 6. Review business 
forms and letter writing. See instructions previously 
given. 

Arithmetic. — Review entire advanced book with 
work in other texts. Take up examination questions and 
have pupils work their problems. Make the work very 
general and as broad as possible. 

Mental Arithinciic. — Complete last half of text-book 
and review entire book. See under seventh year. 

Gram mar and Composition. — The parts of speech, 
classification, inflection and relatives, narratives and let- 
ters, punctuation. Review sixth and seventh year's 
work. See previous directions. Outline all parts of 
speech in making a review. Take much practice in 
diagramming and writing essays and compositions and 
parsing. Conduct exercises in speaking and reading in 
public at least three times during a s.chool year. 

Physiology. — Review seventh year's work. Review 
entire advanced text-book with supplementary work. 
Observe previous directions. This class, as in most of 



ACRILTLTURi: AND c:ARDEX!.\g FOR SCHOOLS. 153 

the ■ other branches in this year, can recite with the 
seventh grade. _ Use outhnes, drawings, charts and sup- 
plementary questions. See other text-books. 

Gco.graphy. — Review seventh year. Follow previous 
instructions. Review by outline and use supplementary 
work. Some topics on elementary physical geography 
can be mastered in this grade. Study geographical 
cards. For training in the location of counties, states 
or countries, make outline maps of same on heavy card- 
board, cut out ai*d practice putting same together. On 
each county, state or country, mark the principal cities, 
rivers, lakes or mountains. Also indicate productions 
by pasting an object on the piece cut out. A good idea 
of the rank in area of each grand division can be had by 
comparing the cardboards when put together. If time 
permits an elementary text-book on commercial geogra- 
phy, can be studied after reviewing the school text. By 
taking excursions much information can be gained in 
nature, agriculture and physical geography. 

History and Civics. — Review seventh year's work. 
Observe previous suggestions. Alternate lessons in his- 
tory with lessons in civil government. Assign special 
topics for investigation, such as The Growth of the 
Thirteen Colonies, The History of the Louisiana Pur- 
chase, Our Territorial Growth, Effect of Civil War on 
North, On South, History of Slavery, Origin a^id 
Growth of Political Parties, Great Inventions, Educa- 
tional Institutions, x^merican Literature, The Spanish- 
American War, Territorial Expansion, What Foreigners 
are Needed, The Panama Canal, The Red Cross Society, 
Famous Men in History, Famoris Women in History, 
and The ^rowth of Political Parties. Study historical, 
cards. Make a chronological table of important events of 
history. 



154 AGRICrLTUKI-: AXD GARDEN IXC. FOR SCHOOLS. , 

Agriculture. — Review seventh year's work. Observe 
previous suggestions. Study common weeds in weed 
manual. Make corn testers for testing corn. Study 
rules of corn judging. Practice judging purity of all 
seeds used on the farm. Assign special topics for in- 
vestigation and study. See outline. Finish text-book 
on agriculture. Complete experiments; conduct excur- 
sions. Have pupils read agricultural bulletins and 
papers. (See Third Division, pages 8 to ii. Outline, 
experiments, etc., pages 12 to 85.) 

[Note.] In this course we have called the first thiee 
grades the Primary Department, the fourth and fifth the 
Intermediate Department, the sixth, seventh and eighth 
the Grammar Department. If the teacher prefers he 
can make these terms correspond to those used to out- 
line the nature and agricultural course, viz.: First Divi- 
sion, Second Division and Third Division. 



COURSES OF STUDY FOR HIGH SCHOOLS. 

The follovv'ing courses cf study for third grade high 
schools (two year course), second grade high school 
(three year course), and first grade high school (four 
year course), were prepared by the State De]jartment 
of' Education of Ohio, ai:d they appear to the author to 
be good enough and broad enough for schools in any 
state. It is always true that local conditions may make 
it necessary to add or omit- some particular branch, but 
we desire to use these courses because they all contain 
agriculture and have been approved by the State De- 
partment. Good text-books on agriculture for the high 
schools have been mentioned before (page 12). A great 



agriculturp: and gardening for schools. 153 

part of the material contained in this book on nature 
study and agriculture might be used to advantage in 
conducting reviews in agriculture in the high school. 

TWO YEAR HIGH SCHOOL COURSE. 

Third Grade. 

First Year. 

First Term — Four Months. 

Latin-English Course. English Course, 

Latin. Advanced Physiology or 

Algebra. Agriculture. 

T7 r u r- •.• . Algebra. 

Knglish — Composition or t7 r i ^ v 

A.h.o,...^ r,.o.,....o. English— Composition or 



Advanced Grammar 
and Classics. 



Advanced Grammar 
and Classics. 
Civics. Civics. 



Second Term — Five Months. 

Latin. English History. 

Algebra. Algebra. 

English — Composition or English — Composition or 
Advanced Grammar Advanced Grammar 

and Classics. and Classics. 

Botany or Physical Geography. Botany or Physical Geography. 

Second Year. 

First Term — Four Months. 

Caesar and Prose. Commercial Arithmetic. 

Algebra. Algebra. 

English — Rhetoric. English— Rhetoric. 

General History. General History. 

Second Term — Five Months. 

Caesar and Prose. Commercial Arithmetic. 

Geometry. Geometry. 

English— Rhetoric. ' English— Rhetoric. 

General History. General History. 



156 AGRICULTURE AND GARDENING FOR SCHOOLS. 



THREE YEAR HIGH SCHOOL COURSE. 



Second Grade. 



First Year. 
First Term — Four Months. 



Latin-English Course, 

Latin. 

Algebra. 

English — Composition or 

Advanced Grammar 

and Classics. 
Civics. 



English Course. 

Advanced Physiology or 

Agriculture. 
Algebra. 
English — Composition or 

Advanced Grammar 

and Classics. 
Civics. 



Second Term — Fizr Months. 



Latin. 

Algebra. 

English — Composition or 

Advanced Grammar 

and Classics. 
Botany or Physical Geography. 



English History. 

Algebra. 

English — Composition or 

Advanced Grammar 

and Classics. 
Botany or Physical Geography. 



Second Year. 
First Term — Four Months. 



Caesar and Prose. 
Algebra. 

English — Rhetoric. 
General History. 



Commercial or Advanced 

Arithmetic. 
Algebra. 

English — Rhetoric. 
General Histor/. 



Second Term — Fize Months. 



Caesar and Prose. 
Geometry. 
English — Rhetoric. 
General History. 



Commercial or Advanced 

Arithmetic. 
Geometry. 
English— -Rhetoric. 
General History. 



AGRICULTUR" AXD C.ARDr.X I XC. nYA fCllOOL9>. 157 



Third Year. 



First Term — Four Months. 

Cicero and Prose. American History. 

Geometry. Geometry. 

Chemistry or Physics. Chemistry or Physics. 

English — American Literature. English — American Literature. 



Second Term — Five Months. 

Cicero and Prose. American History. 

Geometry. Geometry. 

Chemistry or Physics. Chemistry or Physics. 

English — Ame'-ican Literature. English — American Literature. 



FOUR YEAR HIGH SCHOOL COURSE. 

First Grade. 

Freshman. 

First Term — Four Mouths. 

Latin — English Course. English Course. 

Latin. English History or Civics. 

Algebra. Algebra. 

English — Composition or English — Composition or 
Advanced Grammar Advanced Grammar 

and Classics. and Classics. 

Civics. Physiology or Agriculture 

or Physical Geography. 

Second Term — Fiz'e Mouths. 

Latin. English History or Agriculture. 

Algebra. Algebra. 

English — Composition or English — Composition or 
Advanced Grammar Advanced Grammar 

and Classics. and Classics. 

Botany. Botany. 



158 agriculture and gardening for schools. 

Sophomore. 

Fij'st Term — Four Months. 

Caesar and Prose. Commercial Arithmetic. 

Algebra. Algebra. 

English— Rhetoric. English— Rhetoric. 

General History. General History. 

Second Term — Five Months. 

Caesar and Prose. Commercial Arithmetic. 

Geometry. Geometry. 

English— Rhetoric. English— Rhetoric. 

General History. General History. 

Junior. 

First Term — Four Months. 

Cicero and Prose. American History. 

Geometry. Geometry. 

Chemistry or German. Chemistry. 

English — English or American English — Erglish or American 
Literature. Literature. 

Second Term — Fizc Months. 

Cicero and Prose. American History. 

Geometry. Geometry. 

Chemistry or German. Chemistry. 

English— English or American English — English or American 
Literature. Literature. 

Senior. 

First Term — Four Months. 

Virgil, Commercial Geography. 

Physiology, or German. Physiology. 

Physics. Physics. 

English — English or American English — English or American 
• Literature. Literature. 

Second Term — Five Months. 

Virgil. Psychology. 

Physical Geography or German. Physical Geography. 

Physics. Civics or Classics. 

Civics or Classics (College Physics, 
entranre renuirements V 



AGRICULTURE AND GARDENING FOR ^CIIOOES. 159 

PART II— GARDENING 

The following outline may be used by the student 
who is making a study of gardening, or by the teacher 
who wishes to teach the -production and preservation 
of garden crops. 

SECTION ONE 
Chapter '^^^ Production of Garden Crops 

I. Selecting the Garden Site. 

1. Two important things to consider are: 

(a) The soil. 

(b) The location. 

2. Alost soils can be used, but sandy scil is better because: 

(a) It's warmer. 

(b) Drys out earlier in sprirg. 

(c) Can be worki d sooixr after rain. 

(d) Produces earlier crops. 

(e) Responds quickly to fertilizer. 

3. Clayey soils can be improved by : 

(a) Use of Kme and stable manure. 

(b) Use of fer lizers, 
(cj Adding humus, 
(d) Proper drair^gc. 

4. Choose a Iccaticn that is : 

(a) Free from trees. 

(b) Close at home. 

(c) Protected from dogs and chickcrs. 

(d) Attractive. 

5. For earty gardens select a southern slope in order to 
have : 

(a) Direct sunlight. 

(b) Natural drainage. 

(c) Protect crops from cold north winds. 

6. For late gardens select lov/, flat place, for it is likely: 

(a; To have rich soil. 

(b) To hold more moisture. 

SUGGESTIVE QUESTIONS 

1. Name two vegetable crops that demand special soil con- 
ditions. 

2. Do most vegetables demand particular types of soil? 

3. What advantages has a sandy soil for general gardening 



purposes 



4. What are the chief points of weakness in a sandy soil? 

5. What precautions must be taken in handling a clay soil? 



160 AGRICULTURE AND GARDENING FOR SCHOOLS. 



Chapter 

II. Making Garden Plans. 

1. The plans should be made to meet the conditiors of 
location and taste of the gardeners. 

2. It is better to plant in rows for : 

(a) It permits better cultivation. 

(b) Cultivation is more thorough, 

(c) In l-rge tracts horse-drawn implements can be 
used. 

3. Succession cropping is better than one crop for : 

(a) There will be a cor inuous supply. 

(b) An early crop is followed by a later crop. 

4. Study the double-crop plan and name the crops that 
follovy other crops. 

5. It is best to keep your plans during entire season for : 

(a) You may forget the variety planted in certain 
rows. 

(b) You may forget what was to follow certain 
crops. 

6. If space permits, small fruits like strawberries, cur- 
rants, grapes, etc., can be planted. 

7. Permanent crops can also be planted in home gardens. 



SUGGESTIVE QUESTIONS 

1. Under what circumstances is it advisable to grow more 
than one crop on the same land in one season ? 

2. What are the two kinds of double cropping? 

3. Define "companion cropping." 

4. What is meant by succession crops? 



Chapter 

in. Companion Crops. 

1. Companion cropping is growing two or more crops on 
the same 'and at the same time. 

2. What is the- difference between companion crops and 
successive crops ? 

3. Companion cropping utilizes space for : 

(a) Quick-growing plants can be planted with slow- 
growing plants. 

(b) Some crops can be sown between the rows of 
the other plants. Ex.: Lettuce between early 
potatoes or corn. 

(c) When som. crops show sign: of maturity others 
can be planted, as early potatoes, followed by 
late sweet corn. 

4. Name ten examples of companion cropping. 



AGRICULTUR1-: AND CAUDllX I .\(i )()U Sc IlUUl.S. 161 



SUGGESTIVE QUESTIONS 

1. Give examples of suitable combinations of "companion 
cropping." 

2. W bat factors must be considerccl 'n selecting crops fur a 
system of companion cropping? 

3. Tell some advantages of tbis metbod of gardening. 

4. How may companion and succession cropi)ing be com- 
bined into one system? 

5. Define companion cropping. 

Chapter . 

IV. Rotation of Garden Crops. 

1. Crop rotation is tbe planlirg of different crops on tbe 
same soil in successive years so tbat tbey follou^ each 
otber in regular order. 

2. Crop rotation is very advantageous for : 

(a) Potato scab is eliminated. 

(b) Club-root of cabbage may be prevented. 

(c) Plant food can be obtained from different soil 
depths. 

(d) Results in bct'.cr crops. 

(e) Greater variety of crops is produced. 

(f) Growing one crop keeps the ground bare part of 
the time. 

(g) Elimination of certain weeds. 

(h) Selection of a new space will destroy plant ilis- 

eases. 
(i) Elimination of insect enemies. 

SUGGESTIVE QUESTIONS 
1'. How may rotation of crops be made a means of avoiding 
loss from the attacks of insects and diseases? 

2. Name some advantages of crop rotat'ion. 

3. Dellne crop rotation. 

4. Name two good types of crop rotations. 

5. What crop rotations are found on farms around your 
home ? 

Chapter 

V. Purchasing G.\rden Seed. 

1. Home-grown seeds preferable for: 

(a) You know what kind of seed you have. 

(b) Buying unknown seed ^ometimes proves a failure. 

2. A standard variety of seed shtm'd be purchased because 
the best results can be obtained. 

3. Purchase all seeds from a reliable dealer. 

4. It is less expensive to buy seeds in large quantities 
and divide them. 

5. Packet seed is useful \vhere there is only a small 
garden. 



162 AGRICULTURE AND GARDENING FOR SCHOOLS. 



SUGGESTIVE QUESTIONS 

1. What kind of seed is desired? 

2. What care should be taken of seeds? 

3. What are standard varieties? 

4. How are standard varieties produced? 

5. What points should be considered when you wish to 
use your own seed for planting?* 



Chapter 

VI. Economy in the Use of Seeds. • 

\. All gardeners .should practice economy, 

2. Seed can be wasted by : 

(a) Buying more seed than is necessary. 

(b) Planting seeds too thick. 

3. Purchase only such seeds as your garden plan calls for. 

4. Seeds for future planting should be kept in dry, well- 
ventilated containers. 

5. Estimate the amount of seed needed before purchasing. 

6. Young gardeners should remember to make successive 
planting, so that fresh vegetables may be available. 



SUGGESTIVE QUESTIONS 

1. From what different sources may vegetable seeds be 
procured? 

2. What difficulties is a girdencr likely to encounter when 
he attempts to grow his cwn seeds? 

3. Under what circumstances sl:ould a commercial vege- 
table grower produce his own seeds? 

4 Should we avoid wastirg seed? Why, or why not? 
5. Give quantity .of seed required to plant a garden for a 
family of four for five garden crops. 



Chapter 

VII. Varieties of Crops. 

1. Learn the names of two varieties of each vegetable 

crop. 

2. Learn the names of two varieties of ten small fruits. 



SUGGESTIVE QUESTIONS 

1. What fruits were grown in your home garden last year? 

2. Name five small fruit crops. 

3. Name two varieties of each crop. 

4. Name varieties you have at home. 

5. Of what value are small fruits ? 



AGRICULTURE AND GARDENING FOR SCHOOLS. 163 



Chapter 

VIII. Hints on Planting. 

1. A successful gardener seeks all the information he can 
' obtain. 

2. The subjects that are of special interest to him' are : 

(a) The kind of vegetables desired. 

(b) Number seeds required. 

(c) Planting distances. 

(d) Depth of planting. 

(e) Days required for germination. 

(f) Average time of maturing. 

(g) Average life of seed. 

3. Planting distances are determined by 

(a) Character of root growth. Ex.: corn, beets. 

(b) Character of top grovvth. Ex.: lettuce, toma- 
toes. 

(c) Fertility of the soil. 

(d) Character of growth, as plants that have a 
tendency to vine. 

(e) Germinating power of seed. 

4. Planting depths as determined by : 

(a) Size of seed. 

(b) Habit of plant. 

(c) Quality of soil. 

(d) Time of year. 

5. There are many agencies that combine to influence the 
germination, maturity and life of seed. Some of the 
agencies are: 

(a) Soil. 

(b) Climatic conditions. 

(c) Time of maturity. 

(d) Conditions under, which they Cseeds) are stored. 

6. Study the gardeners' tables on pages 45 and 46 of 
Garden Crops, by Lester S. Ivins. 

, SUGGESTIVE QUESTIONS 

1. V>'hat conditions are necessary to the germination of 
seed? 

2. Why will seeds not germinate properly in a poorly 
drained soil ? 

3. At what temperature do seeds germinate? 

4. How may the proper temperature for germination be 
secured? 

5. Name factors determining' the depth for planting seeds. 

Chapter 

IX. Draining the Garden. 

1, Natural drainage can be obtained when : 

(a) The soil contains gravel or sand. 

(b) The garden is on a slope. 



164 AGRICULTURE AND GARDENING FOR SCHOOLS. 



2. Artificial drainage is necessary when : 

(a) The soil is clay. 

(b) The garden is low and flat. 

3. Plants must have a well-drained seed bed if they are 
to reach their best development. 

4. For growth, plants must have air and can not get it 
when the soil contains too much water. 

5. Gravitational water is the surplus soil moisture. 

6. Capillary water is the moisture that remains around 
the particles of soil. 

7. Properly placed tile drains are beneficial because : 

(a) They carry off the gravitational water. 

(b) Provide more air for the roots. 

(c) Warm the soil. 

(d) Makie tillage easy. 

(e) Reduce injury due to dry weather, 

(f) Promote germination of seeds. 

(g) Reduce surface wash. 

(h) Permit earlier working of the soil, 
(i) Make possible a deeper root system. 

8. Open trenches will do good in small gardens. 

9. Open trenches are made with a spade, shovel or plow, 
and are usually located at the sides or ends of gardens. 

10. It is often better to fill small gardens than to drain 
them. 

11. When filling use good loam or sandy soil. 



SUGGESTIVE QUESTIONS 

1. Why should wet soil be drained? 

2. What two conditions favor natural drainage? 

3. Define film water ; gravitational water. 

4. Give five advantages derived from the use of tile drains. 

5. How are open trenches prepared? 



Chapter 

X. Preparing the Garden Soil. 

1. If possible, plow the garden in the fall. 

2. Deep plowing and spading, followed by harrowing and 
raking, put the soil in best condition for the roots. 

3. In spadiing the soil should be turned over and broken. 

4. A compost heap is made of a mixture of meadow soil, 
leaves, straw, vegetables, etc., lime, wood ashes, stable 
manure and earth. 

5. A compost heap is made bv : 

(a) A layer of manure four inches deep. 

(b) Then a layer of vegetable matter. 

(c) Then wood ashes or lime. 

(d) Then a layer of earth an inch or two thick. 



AGRICULTURE AND GARDEXI XG FOR SCHOOLS. 165 



6. Straw and leaves prevent the plant food from leak- 
ing out. 

7. Clay ground is often sour and this can be remedied by 
use of lime. 

S. Lime has the power to : 

(a) Sweeten the soil. 

(b) Improve the physical conditions of the soil. 

9. A successful garden depends upon the proper prepara- 
tion of the seed bed. 



SUGGESTIVE QUESTIONS 

1. What are the advantages of planninig a garden before 
starting to plant it? 

2. What is a convenient size and shape for a farmer's home 
garden ? 

3. What is an ideal garden soil ? 

4 How should sour garden soils be treated? 

5. Upon what does a successful garden largely depend? 



Chapter 

XI. Commercial Fertilizers for Gardens. 

1. Best fertilizers are compost and manures. 

2. Commercial fertilizers contain plant food in available 
form and are ready for use. 

3. The three most important elements in commercial fertil- 
izers are nitrogen, potassium and phosphorus. 

4. These elements are obtained from : 

(a) Nitrogen — ^nitrate of soda, dried blood, tankage, 
fish scrap, cotton-seed meal. 

(b) Potassium — wood ashes, tobacco stems, kainite, 
sulphate of pota h. 

(c) Phosphorus — phosphate rock, ground bone, bone 
black. 

5. Dried fertibze^s should be applied on a garden of 1,000 
to 1,250 square feet as follows: 

(a) Ten pounds of nitrat of soda or sulphate of 
ammonia, puttin_ half of the quantity in the 
rows at planting time and scattering the other 
half broadcast and raking it in. 

(b) Use two tablespoonfuls for twenty feet of row 
space, directly in the row before the plants come 
up. 

(c) After the plants come up use the same amount 
as in (b) along the side of the rows, but do not 
let the fertilizer strike the plants. 

(d) Thirty pounds of acid phosphate scattered broad- 
cast and raked in. 



166 AGRICULTURE AND GARDENING FOR SCHOOLS. 



6. Nitrate of soda or sulphate of ammonia fertilizers in 
solution are applied as follows : 

(a) Use one tablespoonful to a gallon of cold water. 

(b) Sprinkle the gallon along the side of the row, 
enough for twenty feet of row space. 

(c) Make three applications during the growing 
season. Make the first at or before planting 
time ; the second two weeks later, and the third 
about the middle of the growing season. 

(d) When the seeds are planted, use two heaping 
tablespoonfuls to a gallon of cold water for 
every twenty feet of row space. 

7. Prepared fertilizer can be purchased. 

8. A good prepared fertilizer contains : 

(a) Three to five per cent, of nitrogen. 

(b) Two per cent, of potash. 

(c) Eight to ten per cent, of phosphoric acid. 

SUGGESTIVE QUESTIONS 

1. Name three chemical elem.ents most necessarv to plant 
life. 

2. From what two chief sources are fertilizers obtained? 

3. How should dry fertilizers be applied? 

4. Give proportions of fertilizers to be used in solution. 

5. Tell how dry fertilizers should be applied. 



Chapter 

XII. Testing Garden Seeds. 

1. It is very important that garden seed should be tested. 

2. Some things which tend to undermine the vitality of the 
seed are : 

(a) Cold, wet seasons. 

(b) Seasons too short for seed to mature. 

(c) Improper storage of seeds. 

(d) Exposure to rodents or insects. 
( e) Keeping them too long. 

3. Seeds are tested as follows : 

(,a) Plant 100 seeds in a box of sand," cover with 
glass and keep in a temperature of 70 degrees 
' I'^ahrenheit. 

(b) Place 100 seeds between two sheets of moist 
blotting paper and keep warm. 

(c) Fill two bags with sawdust and moisten them. 
Place 100 seeds between each bag. Place in box 
and keep warm. 

(d) The "rag doll" tester. Take a strip of cloth 
twelve inches long, mark off three-inch squares, 
leaving eight inches blank. Place a certain 
number of seeds in each square and roll up, 
placing the blank end over the seeds so they 
are not disturbed. Set in luke-warm water for 
twelve hours, then keep in a warm place for a 
week. 



AGRICULTURE AND GARDENING FOR SCHOOLS. 167 



4. By testing seeds we determine : 

(a) Percentage of seed that will germinate. 

(b) Strength of seed germ. 

5. Most gardeners consider 75 per cent, germination as 
the minimum for seeds fit to plant. 

SUGGESTIVE QUESTIONS 

1. What factors may affect the vitality of seeds? 

2. Describe the process of making a germination test. 

3. What percentage of germination can reasonably be ex- 
pected in most vegetable seeds? 

4. How long may vegetables of different kinds he expected 
to retain their vitality? 

5. Is it safe to plant seeds without first making a germi- 
nation test? 



Chapter 

XIII. The Hotbed. 

1. The use of the hotbed is: ■ 

(a) To produce early plants for transplanting. 

(b) To grow plants out of season. 

2. In constructing a hotbed : 

(a) Select a well-drained convenient site. 

(b) Dig a pit from two to three feet deep and six 
feet wide and as long as the sash that are used 
to cover it. 

(c) Place a two-inch plank fifteen inches wide on 
the south side. 

(d) Place board at the ends and pile dn't around 
• the bed. 

3. The hotbed sashes are made in sections three feet 
wide and six feet long. They are arranged so that 
they can be raised and lowered. 

4. In preparing a hotbed for plants: 

(a) Fill pit with moist manure and cover with rich 
soil. 

(b) Place a thermometer in the soil so that you can 
keen the temperature of the soil 85 degrees 
Fahrenheit which is right for plants. 

(c) Cool the bed by lifting up the sashes. 

SUGGESTIVE QUESTIONS 

1. What are the purposes ■« f a hotbed? 

2. What location should be selected? 

3 Tell how a hotbed should be constructed. 

4. Name three kinds of glass structures used in vegetable 

growing. . r u r o 

5. What are the uses and limitations of cold frames.'' 

6 What is the most common source of heat for hotbeds?. 
7. What other means of heating hotbeds are sometimes 
employed ? 



168 AGRICULTURE AND GARDENING FOR SCHOOLS. 



Chapter 

XIV. Cold Frame and Seed Bed. 

1. There is no manure used in cold frames. The sun 
furnishes the heat. 

2. The principal use of the cold frame is to harden plants 
before transplanting them. 

3. Cold frames are also used for : 

(a) Growing winter lettuce and spinach. 

(b) Storing certain tender plants over winter. 

4. In severe cold weather, frame and bed are protected 
with straw, hay or fodder. 

5. To make a seed bed : 

(a) Use one part well-rotted manure, two parts rich 
garden loam, and one part tine sand. 

(b) Compost from a compost heap is good soil. 

(c) Mix all ingredients thoroughly. 

6. In the North, seed bed is protected by : 

(a) A wooden frame covered with canvas cloth, 
with earth banked up around the frame. 

SUGGESTIVE QUESTIONS 

1. Tell the difference between a cold frame and a hotbed. 

2. Give two uses of cold frames. 

3. What is the value of a seed bed? 

4. How is a seed bed made? 

5. How is the temperature in cold frames controlled? 



Chapter 

XV. Planting Dates East of Mississtppl 

1. The Indians planted their corn when: • 

(a) The oak leaves were as large as a squirrel's ears. 

(b) When the moon changed. 

2. As weather conditions vary, it is wise to consult an 
experienced gardener in regard to planting time. 

3. Itudy the chart on page 67 in regard to planting 
zones (text, -Ivins' Garden Crops). 

4. For study, vegetables are placed in the following 
groups : 

(a) Group 1 : vegetables that may be planted two 
weeks before the last killing frost. Ex. : onion 
sets, radishes, early potatoes. 

(b) Group 2: vegetables that may be planted about 
the time of the last killing frost. Ex. : beets, 
cabbage, lettuce. 

(c) Group 3: vegetables that should be planted two 
weeks after the last killing frost. Ex. : beans, 
tomatoes. 

(d) Group 4: vegetables that can not be planted 
until the soil is warm, about one month after 
the last killing frost. Ex. : cucumbers, Hma 
beans. 



\GRICULTURE AND GARDENING FOR SCHOOLS. 169 



5. Study the chart on page 67 for the earliest planting 
dates of the vegetables in the foregoing groups. 

6. Use map on pages 68 and 69 for the latest planting 
dates. 

SUGGESTIVE QUESTIONS 

1. In what zone do you live? 

2. What is a zone? 

3. Upon what is the zone map based? 

4. Why can we not have a zone map west of the Mississippi? 

5. Of what use is a zone map? 



Chapter 

XVI, Planting Dates West of the Mississippi. 

1. Study map on page 71 for the earliest planting dates. 

2. Vegetables are grouped here the same as in the former 
chapter. 

3. Study map on page IZ for the latest planting dates of 
vegetables. 

SUGGESTIVE QUESTIONS 

r. Is the western United States divided into zones? Why, 
or why not ? 

2. By whom are the planting dates furnished? 

3. Of what advantage are these maps? 

4. Upon what are the dates based? 

5. What should a stranger in any locality do before 
planting? 



Chapter 

XVII. Thinning and Replanting Plants. 

1. Plants grow too thick because: 

(a) Too many seeds are planted. 

(b) Weather conditions cause the germination and 
growth of inferior seeds. 

2. Where plants are too thick the gardener has the ad- 
vantage of eradicating the weak plants. 

3. Thinning allows more growing space. The following 
plants can not pr ice well if too thick: radishes, 
carrots, beets, turnips and onions. 

4. Replanting is done: 

(a) When we discover that the seed sown has failed 
to grow. 

(b) When plants set out die or are destroyed by- 
insects. 

(c) When we have poor seed. 

(d) When weather conditions are unfavorable. 

(e) When improper planting has occurred. 



170 AGRICULTURE AND GARDENING FOR SCHOOLS. 



5. In replanting, the new plants should be placed as 
nearly as possible in the place where the other plants 
failed to grow. 

(a) Thinning the rows and replanting these plants 
is an economical and easy way. 

6. Seed used for replanting should be soaked in warm 
water a few hours, to germinate more quickly. 

SUGGESTIVE QUESTIONS 

1. Name some plants that are injured by crowding. 

2. What conditions make it necessary to replant ? 

3. When should we replant? 

4. Give two causes contributing to make plants grow too 
thick. 

5. Why should seeds be soaked in warm water before 
being planted? 



Chapter 

XVIII. Growing and Transplanting Plants. 

1. Plants can be grown in boxes at home, and replanted 
in separate containers when they have two or three 
leaves. 

2. Plants grown in separate containers can be trans- 
planted yvithout any harm. 

3. Tender plants should be covered at night until the 
danger of frost is past. 

4. How to transplant : 

(a) Water plants before taking them out of the 
boxes. 

(b) Set the plants out at once. 

(c) If impossible to set out at once, cover with wet 
cloth and they will not wilt for a few hours. 

5. Plants are watered out when transplanted as follows: 

(a) Make holes in the ground and fill them with 
water. Then fill hole about one-fourth with 
dirt and set plants. ' Then cover over with dry 
soil to hold in the moisture. 

6. Water should never be poured over the surface of the 
soil about" newly transplanted plants. 

7. All transplanting should be done late in the afternoon. 

SUGGESTIVE QUESTIONS 

' 1. How should seed grown in small seed boxes in the 
house be transplanted to other containers? 
2. 'Define watering out. 

3. Why is watering out necessary? _ ■ 

4. How may plants for transplanting be kept "from wilting 
before they are set out? 

5. What tinie'of day is best' to transplant? 



AGRICULTURE AND GARDENING FOR SCHOOLS. 171 
Chapter 

XIX. Tillage and Use of Tools. 

1. Tillage is the cultivation of the ground for the use 
of plants. 

2. The soil should be cultivated after each rain to break 
crust and prevent the escape of moisture. 

3. A dust mulch is a loose, fine covering of soil. 

4. A mulch is used to prevent the escape of moisture. 
6. The advantages of tillage are : 

(a) Improve physical condition of the soil. 

(b) To increase the quantity and availability of plant 
food. 

(c) To warm soil. 

(d) For better ventilation. 

(e) For better blending of the fertilizers with the soil. 

(f) To destroy insects and weeds. 

6. The name and use of the garden tools are : 

(a) Weeder — to stir the soil between the rows. 

(b) Hoe — to cultivate "better between rows. 

(c) Rake — for leveling. 

(d) Wheel hoe — used same as hoe. 

(e) Spade — for digging up the ground. 

(f) Trowel — to transplant. 

SUGGESTIVE QUESTIONS 

1. Define tillage. 

2. Define dust mulch. 

3. Give six advantages of cultivation. 

4. Name five garden tools. 

5. Give the use of each. 



Chapter 

XX. Watering the Garden. 

1. The growth of plants depends upon the plant food in 
solution, which can only be obtained by watering. 
Rains fur..ish this water naturally. 

2. Watering is giving additional water to the soil. 

3. The five methods of watering are : 

(a) Garden hose. By sprinkling the ground at 
night. 

(b) Tin cans. Dig a hole the size of a can, per- 
forate the sides and bottom, put the can in the 
hole and fill it with water when the soil becomes 
dry. 

(c) Sub-irrigation. Trenches eighteen to twenty- 
four inches deep and three feet apart are dug. 
A tile or lath tubes are placed in the trench and 
filled with water. This water seeps through 
the ends of the tile or lath and is taken up 
by soil. 



172 AGRICULTURE AND GARDENING FOR SCHOOLS. 



(d) Trench system. Dig trenches near the rows 
and fill with water. 

(e) Overhead sprinkling. Install pipes over the 
area to be watered. The pipes have a series of 
small holes, which sprays the garden when water 
is turned in. 

SUGGESTIVE QUESTIONS 

1. Upon what does the proper growth of plants largely 
depend, and why ? 

2. Define watering. 

3. Name five metliods of watering. 

4. Why should ground be cultivated after a rain? 

5. In what form can plants make use of plant foods? 



Chapter 

XXI. Protecting the Garden Products. 

1, The garden plants can be protected from the rabbits, 
sparrows, dogs, cats, moles and chickens by : 

(a) Cheese-cloth frames. Make a frame two to 
three feet square, out of pine boards about six 
inches wide, and cover the frame with cheese- 
cloth. Place the frames over the hills. 

(b) Light brush. Place small brush wood over the 
plants and that will afford some protection. 

(c) Bright objects. Bright tin or tin cans will 
frighten birds away. 

(d) Mole traps. Set mole traps in mole runs and 
destroy the moles, 

(e) Wire fencing, A fence of fine mesh wire will 
prevent cats, dogs and chickens from entering, 

SUGGESTIVE QUESTIONS 

1. Tell how cheese-cloth frames are made. 

2. What is their value? 

3. What value has brush as protection? 

4. Should gardens be surrounded by a fence? Why, or 
why not? 

5. How may moles be caught. 



Chapteu 

XXII. Garden Records. 

1. A gardener should keep a record of all garden opera- 
tions. 

2. The profits obtained from the garden can only be 
estimated by a carefully kept record. 

3. For expense and receipt items, see page 92 "Garden 
Crops." 



AGRICULTURE AND GARDENING FOR SCHOOLS. 173 



4. This record should contain : 

(a) Copy of the garden plan. 

(b) Amount of fruit and vegetables picked. 

(c) Record of the best varieties. 

(d) Record of the best companion and succession 
cropping system. 

. (e) Results obtained by use of various fertilizers, 
(f) Results of spraying. 

SUGGESTIVE QUESTIONS 

1. What records should be kept in connection v^^ith sale 
and use of garden products? 

2. Name expense items to be accounted for. 

3. Why should we keep a garden plan r* 

4. Should a record of the different varieties be kept? Why? 

5. Name some good spraying materials. 



Chapter 

XXIII. Spraying for Insects and Plant Diseases. 

1. The life history of the insect is: 

(a) Egg. 

(b) Larva — worm stage. 

(c) Pupa — resting stage. 

(d) Adult — matured insect. 

2. A true insect has : 

(a) A hard body, divided into three parts: head, 
thorax and abdomen. 

(b) Three pairs of legs. 

(c) One or two pairs of wings. 

(d) A pair of antannae. 

3. Some of the injurious insects are: 

(a) Beetles. 

(b) Butterflies. 

(c) Grasshoppers. ^ 
(,d) Moths. 

(e) Plant bugs. 

(f) Spiders. 

(g) Mites. 

4. Insects are classified as : 

(a) Chewing insects — those that eat the leaves and 
stems. Ex. : cabbage, potato beetle. 

(b) Sucking insects — those that suck the juices. 
Ex. : squash bug. 

5. The method of destroying, 

(a) Chewing insects, is spraying. The insects get 
the poison into their stomachs. 

(b) Sucking insects, is spraying them with a strong 
poison that will kill them, when it comes into 
contact with their bodies. 



174 AGRICULTURE AND GARDENING FOR SCHOOLS. 



6. Time for spraying plants begins when the insects 
appear and continues until they disappear. 

7. Liquid sprays may be applied by using: 

(a) Sprinkling can. 

(b) Force pump. 

(c) Hand atomizer. 

8. Dry sprays are applied by means of: 

(a) A dust bag or perforated can filled with paris 
green and shaken over the plants when they 
are wet with the dew. 

9. Plant diseases are due to the growth of fungi and 
bacteria. 

10. Diseases may be prevented by : 

(a) Rotation of crops. 

(b) Keeping weeds away. 

(c) Destroying decayed fruits and vegetables. 

11. The chief remedy for controlling plant diseases is 
spraying with Bordeaux mixture. 

SUGGESTIVE QUESTIONS 

1. Define a true insect. 

2. Describe four stages through which an insect passes in 
completing a life history. 

3. Into what two forms are insects classified? 

4. Name three examples of biting insects. 

5. Name two examples of sucking insects. 



Chapter 

XXIV. Protecting Garden Crops from Frost. 

1. The devices used are: 

(a) Frames covered with cheese-cloth. 

(b) Muslin. 

(c) Newspapers. 

(d) Tin cans. 

(e) Boxes. 

(f) Barrels. 

(g) Patented devices. 

2. Plants slightly frosted can be revived by sprinkling 
with cold vater before the sun is up. 

SUGGESTIVE QUESTIONS 

1 Name six devices for protecting plants against frosts. 

2 How do frost-protecting devices lengthen the growing 
season? 

3. Name some frost-protecting devices used in your com- 
munity 

4. How should plants that have been frosted be treated? 

5. Why do hay and straw protect plants from frost? 



AGRICULTURE AND GARDENING FOR SCHOOLS. 175 
Chapter 

XXV. Weeds and Weeding. . 

1. A weed is a plant out of place. 

2. Weeds should be destroyed for : 

(a) They take up plant food. 

(b) They take up plant moisture. 

(c) Afford an abiding place for injurious insects. 

3. Weeds are classified as : 

(a) Annuals — come from seed every year. 

(b) Biennial — live tv^o years. 

(c) Perennials — live on, year after year. 

4. Weeds can be destroyed by : 

(a) Annuals — not permitting them to seed. 

(b) Biennials — pull them up the first year. 

(c) Perennials — cut off tops and pour salt water 
on roots. 

SUGGESTIVE QUESTIONS 

1. Define weeds. 

2. Why do we destroy them ? 

3. Into what classes are they divided?. 

4. Name two plants of each class. 

5. Give some methods used to destroy weeds. 



Chapter 

XXVI. The Gardener's Friends. 
1-. The insect friends are : 

(a) Ladybug. which destroys plant lice and Colorado 
potato beetle. 

(b) Wasps, which destroy insects by stinging them. 
. (c) Ichneumon and chalcid flies, which lay their 

eggs on larva of the injurious insects and when 
hatched the young feed upon these injurious 
insects. 

(d) Syrphus fly — destroys plant lice. 

(e) Ground beetle feed upon injurious insects. 
2. Other friends are : 

(a) Toad, which feeds upon insects and destroys 
cutworms, crickets, grasshoppers, etc. 

(b) Birds, which feed upon insects. 

(c) Lizards, snakes and skunks. 

SUGGESTIVE QUESTIONS 

; 1. Name five insects that destroy injurious insects. 

2. How do wasps, kill insects? . ^ . . 

3. Upon what insects do toads feed? 

4. Should we encourage birds to visit our gardens ? ; Why ? 

5. How may this be,, done? . 



176 AGRICULTURE AND GARDENING J'OK SCHOOLS. 



Chapter 

XXVII. Lettuce. 

1. Culture of lettuce: 

(a) Thrives best in cool weather. 

(b) Grows best in rich sandy soil containing humus. 

(c) Seed should be sown broadcast. 

(d) Rake in seed and cover about one-half inch 
with soil. 

(e) Transplant or thin when plants are small. 

(f) Give frequent cultivation. 

(g) For early crop start lettuce in hotbed. 

2. Varieties of lettuce are : 

(a) Leaf — Grand Rapids. 

(b) Head — Big Boston and May King. 

SUGGESTIVE QUESTIONS 

1. What soil and climatic conditions are best for growing 
lettuce? 

2. How should it be planted and cultivated? 

3. How do we produce crisp leaves ? 

4. How do we obtain an early crop? 

5. Name two varieties of leaf lettuce. 



Chapter 

XXVIII. Radishes. 

1. Culture of radishes: 

(a) Soil should be rich. 

(b) Thrive best in cool weather. 

(c) Plant seeds one inch apart in rows. 

(d) Cover seed with one-half inch of soil. 

(e) For constant use plant every two weeks. 

2. Radishes are best when young, as they lose their 

flavor and crispness if in the ground too long. 

3. Radishes can be grown as a companion crop by sowing 
between rows of long-season crops. 

4. The varieties of radishes are: 

(a) Early — Scarlet Globe, Short Top. 

(b) Summer — White Icicle. 

(c) Winter — Japanese. 



SUGGESTIVE QUESTIONS 

L What soil and climatic conditions are best for radishes? 
2. Why should they be used while young? 
3 What are the advantages of thinning? 

4. Give a plan for companion cropping, including radishes. 

5. Name two varieties of early radishes. 



AGRICULTURE AND GARDENING FOR SCHOOLS. 177 



Chapter 

XXIX. Peas. 

1. Culture of peas : 

(a) Require rich, mellow soil, thoroughly worked. 

(b) Can stand light frosts. 

(c) Should be covered two inches deep with fine 
soil. 

(d) Plant about fifteen seed to a foot. 

(e) Cultivate frequently. 

2. In planting varieties that need support: 

(a) PI in double rows six to eight inches apart 
and three to four feet between the double rows. 

(b) Place supports between the double rows. 

3. The supports for peas are made by : 

(a) Placing stakes between the double rows, eight 
feet apart and tacking wire netting to it. 

(b) By placing stakes four inches apart and tying 
strings to the stakes. 

4. Enemies of peas are : 

(a) Pea aphis — destroyed by using kerosene emulsion. 

(b) Pea weevil — tiny beetle, destroyed by using 
bisulphide of carbon. 

5. Kerosene emulsion is made by: 

(a) Shaving one-fourth pound of hard soap into 
one-half gallon of boiling water. 

(b) Remove from fire and add one gallon of kerosene. 

(c) For use in summer time take one part of this 
emulsion to nine parts of soft water. 

6. Varieties of peas : 

(a) Early dwarf — Alaska, Gradus. 

(b) Wrinkled — Telephone, Champion of England. 

SUGGESTIVE QUESTIONS 

1. What soil is most suitable for peas? 

2. Name common methods for supporting p^a vines. 

3. Name two insect enemies. 

4. Tell how we prepare kerosene emulsion. 

5. How do we destroy the pea weevil? 



Chapter 

XXX. Onions. 

1. Culture of onions: 

(a) Well-drained loams, rich in humus. 

(b) Plant seed one and one-half inches apart in rows, 
(cj Cover with one inch fine soil. 

(d) For early bulbs plant seed in hotbed. 

(e) Plants four or five inches high, are best for 
transplanting. 

(f) Onion sets are planted two inches apart and 
one to two inches deep. 



178 AGRICULTURE AND GARDENING FOR SCHOOLS. 

(g) Onions require shallow cultivation and hand 

weeding, 
(h) Used as green onions and ripe onions. 

2. Onion diseases are : 

(a) Onion smut — which prevents the growth. 

(b) Downy mildew — which causes rot. 

3. These diseases are prevented by : 

(a) Treating with formalin solution. 

(b) Spraying with Bordeaux mixture. 

4. The insect enemy of onions is the maggot which infests 
the soil. 

5. The maggot can be controlled by : 

(a) Crop rotation. 

(b) Planting other vegetables. 

6. Varieties of onions : 

(a) Sets — White Silverskin. 

(b) Dry — Yellow Globe and Silver King. 

SUGGESTIVE QUESTIONS 

1. What is the best soil or onions? 

2. How should they be planted? 

2. How are early spring onions produced? 

4. What conditions indicate that onions are ripe? 

5. Name two onion diseases. Tell how they are controlled. 



Chapter 

XXXI. Cabbage. 

1. Culture of cabbage t 

(a) Rich, w^arm, mellow soil. 

(b) Plant seed in hotbed for early cabbage. 

(c) Cabbage plants should be placed from twelve to 
eighteen inches apart in rows and one-half to 
one inch deep in row. 

(d) Rows should be from thirty to thirty-six inches 
apart. 

(e) Plant fall crop in June. 

2. Cabbage can be companion crop to early potatoes. 

3. Diseases of cabbage are : 

(a) Clubroot. 

(b) Yellows 

(c) Black and soft rot. 

4. Prevent these diseases by : 

(a) Rotation of crops. 

(b) Liming the soil. 

(c) Sowing clean seed. 

^ 5. Varieties of cabbage are : 

(a) Early— Jersey Wadefield and Copenhagen. 

(b) Late— Flat Dutch and Danish Ball Head. 
,!v..: 6. Chinese. cabb^Lge is often called "Celery Cabbage." 

(a) Cultivation same as cabbage. : 

(b) Matures in less time than cabbage. 



AGRICULTUr.E .VXD GARDENING FOR SCHOOLS. 1/9 



SUGGESTIVE QUESTIONS 

1. What soil is most favorable for the growth of cabbage? 

2. Name the plant diseases common to cabbage. 

3. How are these diseases prevented? 

4. Name one early and one late variety of cabbage. 

5. What is Chinese cabbage? 



Chapter 

XXXII. C.xBBAGE Enemies and Their Control. 

1. The five insects that infest the cabbage are: 

(a) Cutworm. 

(b) Cabbage worm. 

(c) Flea-beetle. 

(d) Cabbage looper. 

(e) Pla.-t-louse. 

2. How to prevent or destroy the 

(a) Cutworm. By placing a poison bait near the 
plants ; by wrapping the plant in paper extending 
an inch or two above the soil and one inch 
below the surface of the soil. 

(b) Cabbage worm. Destroy the eggs by spraying 
the plants with air-slaked lime, road dust, wood 
ashes, powdered tobacco stems or tobacco leaves. 

(c) Cabbage looper, flea-beetle and cabbage worms. 
Use paris green with lime or arsenate of lead. 

(d) Plant-louse. Spray with dissolved cresol or 
resin fish-oil soap. 

3. How to use 

(a) Paris green and lime: Mix one tablespoonful 
paris green to a pint of lime and dust leaves 
early in the morning. 

(b) Arsenate o^ lead: Use two-thirds ounce to one 
gallon of- water and apply every two or three 
weeks. 

4. A sticker to aid the arsenate of lead in sticking to the 
' leaves -is made by dissolving soap and adding this to 

the poison solution. See textbook. • 

SUGGESTIVE QUESTIONS 

1. Name five insect enemies of cabbage. 

2. How is poison bait for cutworms prepared? 

3. How are cabbage protected from cutworms? 

4. How do we destroy the cabbage aphis? 

5. What insect enemies of cabbage are most common near 
your home? 



180 AGRICULTURE AND GARDENING FOR SCHOOLS, 



Chapter 

XXXIII. Beets. 

1. Culture of beets : 

(a) Can be grown in almost any climate. 

(b) Grow best in a moist, well-drained soil. 

(c) Grow well in cool climates. 

(d) Should be planted about one inch deep in rows 
twelve to eighteen inches apart. 

(e) Plants to be thinned to stand six inches apart, 
(f) Transplant beets for greens. 

(g) Make about four plantings to insure a continu- 
ous supply. 

2. Insect enemies of beets are : 

(a) Beet army worms. Destroyed by arsenate of 
lead. 

(b) Flea-beetle. Destroyed by spraying with paris 
green or arsenate of lead. 

3. Varieties of beets are : 

(a) Crosby Egyptian, Detroit Red, Eclipse. 

SUGGESTIVE QUESTIONS 

1. In what climate do beets grow well? 

2. How should we use extra beet plants? 

3. Name some insect enemies of beets. 

4. How do we control these enemies? 

5. Name two reliable varieties of beets. 



Chapter 

XXXIV. Parsnips. 

1. Culture of parsnips: 

(a) Easily grown in rich, mellow soil. 

(b) Plant in early spring when ground is fit. 

(c) Plan; seed one-half to one inch deep and two 
and one-half inches apart. 

(d) Plant seed in rows twelve to eighteen inches 
apart. 

2. Parsnips can remain in the ground all winter, ^ but 
should be dug in the spring before they begin to grow. 

3. Parsnips can be used as a companion crop with lettuce, 
radishes and onions. 

4. Webworms are the worst enemies and can be controlled 
by spraying with arsenate of lead. 

5. Varieties of parsnips are: 

(a) Hallow Crown, Sugar. 

SUGGESTIVE QUESTIONS 

1. How do we plant and cultivate the parsnip? 

2. Why do we leave parsnips in the ground over winter? 

3. Name three companion crops. 

4. Name the most common insect enemies. 

5. Name two leading varieties. 



AGRICULTURE AND GARDENING FOR SCHOOLS. 181 



Chapter 

XXXV. Carrots and Chervils. 

1. Culture of carrots : 

(a) Rich, mellow soil. 

(b) Plant in rows two inches apart. 

(c) Begin to cultivate when about one inch high. 

(d) Hasten growth by use of small amount of fer- 
tilizer. 

2. Insect enemy is the cutworm. 

3. Varieties of the carrot are: 

(a) Early — Golden Ball, Scarlet Horn. 

(b) Late — French Forcing, Long Orange. 

4. Culture of chervils : 

(a) Seed can be sown in spring or early fall. 

(b) Cultivation like carrot. 

(c) Two types are grown — Salad type and Vegetable 
type. 

SUGGESTIVE QUESTIONS 

1. Name a companion crop used for marking carrot rows, 

2. How do we plant and cultivate carrots?" 

3. Name some insect enemies. 

4. Name two varieties of carrots. 

5. Name two types of chervil. How is it used? 



Chapter 

XXXVI. Turnips and Rutabagas. 

1. Culture of turnips : 

(a) Grow best in cool, moist climate. 

(b) Grow best in rich, mellow soil. 

(c) Two crops can be grown in same year. 

(d). Plant early crop as soon as ground can be 
worked. 

(e) Plants should be two inches apart and planted 
in rows. 

(f) Plant late crops during July and first of August. 

(g) Cover seed with soil from one-fourth to one-half 
inch. 

(h) Cultivate frequently and keep free from weeds. 

2. Varieties of turnips are : 

(a) Purple Top Globe. White Globe. 

3. Culture of rutabagas is the same as turnips except: 

(a) Need a longer time to mature. 

(b) Require more room for growing. 

4. Enemies of turnips and rutabagas are : 

(a) Clubroot. 

(b) Destroying insects — cutworms and cabbage 
worm. 

5. Leading varieties of rutabagas are: 

(a) Large White, Purple Top. 



182 AGRICULTURE AND GARDENING FOR SCHOOLS. 

SUGGESTIVE QUESTIONS 

1. Where' is the turnip most successfully grown? 

2. When and how is seed sown for the early crop? 

3. Name two varieties of the turnip. 

4. Name two varieties of the rutabaga. 

5. Name the plant diseases that injure turnips and ruta- 
bagas. 



Chapter 

XXXVII. Irish Potatoes. 
i. History of potato is: 

(a) Native of America. 

(b) Taken to Ireland in time of famine. 

2. Culiure of potatc : 

(a) Plant in rows two to two and one-half feet apart. 

(b) Grows best m well-drained sandy loam, rich in 
hr.r.uis. 

(c.) For 100 feet of row space use four to ^ix pounds 

of seed. 
id) Potato tubers are planted three to four inches 

deep and about lifteen inches apart. 

(e) Cut seed potatoes so that three eyes appear m 
each p:c;:c. 

(f) Each cut of seed should weigh about two ounces. 

(g) Plant early potatoes as soon as ground can be 
worked. 

(h) Plant late potatoes during June and first of July, 
(i) Potatoes require a large amount of water, 
(j) During the last of the growing season pull the 

dirt up around the vines to protect the tubers 

from the sun, when vines die. 

3. Di'^ease of potato is the potato scab: * 

(a) Potato scab is a parasite in the soil, 
(•b) Treat with formalin solution. 

(c) If potato has scab next year, secure a new loca- 
tion. 

4. Enemies of potato are: 

(a) Colorado potato beetle. 

(b) Blister. 

(c) Flea-beetle. 

5. Control the enemies by : 

(a) Spraying with paris green or arsenate of lead. 

(b) For small garden spray with Bordeaux mixture 
for plant diseases on the vines. 

(c) Spray until enemy disappears. 

6. Varieties of potatoes are: 

(a) Early — Early Ohio, Early Rose. Irish Cobbler. 
Medium and late — Green JMountain, Rural New 
York, Sir Walter Raleigh. 



AGRICULTURE AND GARDENING EOR SCHOOLS. 183 



SUGGESTIVE QUESTIOxNS 

1. \\'hat is the chief source of seed potatoes in your neigh- 
borhood? 

2. Name some enemies of the potato. 

3. What methods are used to prevent disease of the potato? 

4. What methods are used to destroy the insect enemies? 

5. Name two varieties of both early and late potatoes. 

Chapter 

XXXVIII. Sweet Potatoes. 

1. A sweet potato belongs to the morning-glory family. 

2. Culture of sweet potato : 

(a) Grows best in South. 

(b) Adapted to a warmer, well-drained sandy loam 
soil. 

(c) Grown in ridges three to five feet feet apart to 
insure good drainage. 

(d) Fertilize the ridges well. 

(e) Start plants in hotbeds. 

(f) Cultivate freely and keep soil free from weeds. 

3. Insect enemy is the cutworm. 

4. Varieties are : 

(a) Improved Jersey. Triumph. 

SUGGESTIVE QUESTIONS 

1. Why does the sweet potato grow well in the South? 

2. How is it planted and cultivated? 

3. Name some insect enemies. 

4., How may we destroy these enemies? 

5. Name some leading varieties of the sweet potato. 



Chapter 

XXXIX. Peppers and Eggplants. 

1. Culture of peppers: 

(a) Grow in almost all climates. 

(b) Tender — therefore do not plant until after last 
kilhng frost. 

(c) Plants can be raised in hotbeds. 

(d) Plant about eight weeks before time of trans- 
planting in the garden. 

(e) Set plants twelve to eighteen inches apart. 

(f) Plant in rows which should be two and on^-half 
to three feet apart. 

(g) Plant seed outside one-half inch deep. 

2. Varieties of peppers, are: ' 

(a) Sweet — Bull No^p, Sweet Spanish. 

(b) Hot — Red Cluster, Long Red Cayenne. 



184 AGRICULTURE AND GARDENING FOR SCHOOLS. 



3. Culture of eggplants : 

• (a) Sow indoors two months before transplanting 
time. 

(b) Tender — all danger of frost should be past. 

(c) Plant eighteen to twenty-four inches apart in 
rows three feet apart. 

(d) Cultivate thoroughly. 

(e) In rich soil, thirteen to fifteen plants are enough 
for a family of four. 

4. Has same enemies as white potato. 

5. Varieties are : 

(a) Florida High Bush. Black Beauty. 

SUGGESTIVE QUESTIONS 

1'. Give culture requirements for peppers and eggplants. 

2. Name two varieties of peppers. 

3. Name two varieties of eggplants. 

4. Name enemies of eggplants. 

6. How may these enemies be controlled? 



Chapter 

XL. Tomatoes. 

1. Culture of tomatoes: 

(a) Fertile sandy loam with well-drained clay as sub- 
soil. 

(b) Plant indoors about eight weeks before setting 
out in the garden. 

(c) When two inches high transplant in other soil in 
indoor boxes. 

(d) Place plants eighteen inches apart in rows three 
feet apart for pruning. 

(e) Place plants three feet apart if not pruned. 

2. The advantages of staking and pruning are : 

(a) Fruit ripens earlier. 

(b) Fungous diseases are diminished. 

(c) Spraying, cultivation and harvesting are easier. 

(d) Space is economized. 

3. Insect enemies are: 

(a) Flea-beetle. 

(b) Cutworm. 

(c) Tomato worm. 

4. Insects can be controlled by spraying with arsenate of 
lead. 

5. Diseases of tomato are similar to other plants and are 
controlled by spraying with Bordeaux mixture. 

6. Varieties are: 

fa) Early — Acme, John Beer. 

(b) Medium— Globe, Red Rock. 

(c) Late — Ponderosa, Matchless. 



AGRICULTURE AND GARDENING FOR SCHOOLS. 185 

SUGGESTIVE QUESTIONS 

1. Describe some method of planting and cultivating toma- 
toes. 

2. How should tomato vines be staked and pruned? 

3. What insect and plant diseases injure tomatoes? 

4. What may we use to prevent these enemies ? 

5. Name three varieties of early tomatoes and one late 
variety. 



Chapter 

XLI. Beans. 

1. Beans are classified as: 

(a) Field beans. 

(b) Garden beans. 

2. The kinds of garden beans are: 

(a) Bush beans. Ex.: kidney and lima. 

(b) Pole beans. Ex.: kidney and lima. 

3. The kidnev pole and kidney bush are subdivided as : 

(a) Wax. 

(b) Greenpod. 

4. Gardeners class beans as : 

(a) Snap — eaten green. 

(b) String — eaten green. 

(c) Green shell — ^eaten green. 
( d ) Dry shell — fully ripened. 

5. Culture of beans : 

(a) Grown in all kinds of soil. 

(b) Should not be planted in rich muck, as the vines 
will bear few beans. 

(c) W'ill not stand frosts. 

(d) Plant when all danger of frost is past. 

(e) Bush beans are more hardy than pole. 

(f) Limas require a longer growing season. 

(g) Plant bush beans in rows eighteen inches apart 
and one-half to one inch deep. 

(h) Plant pole beans in hills four feet apart each 

way and four beans to a hill, 
(i) Do not cultivate when plants are wet. 

6. Pole beans should be cultivated as follows : 

(a) Place a pole in each hill and have the poles slant 
toward each other. 

(b) Plant beans with corn and let vines cli:T;b around 
stalk. 

(c) Place a wire net and let vines climb around wire. 

7. Varieties are : 

(a) Bush green — Green Pod. Red Valentine. 

(b) Pole green — Kentucky Wonder. 

(c) Bush lima — Landreth. Burpee's Bush. 

(d) Pole lima — Seibert, Ideal. 



186 AGRICULTURE AND GARDENING FOR SCHOOLS. 



SUGGESTIVE QUESTIONS 

1. Name the general groups into which beans are divided. 

2. Name two divisions of the garden bean. 

3. Why do we avoi4 planting beans in rich soil? 

4. How and when should beans be cultivated? 

5. Name some leading varieties of beans. 

Chapter 

XLII, Bean Enemies and Their Control. 

1. Bean diseases : 

(a) Bean anthracnose — detected by spots with pink 
centers and a reddish border. Prevented by seed 
selection and rotation. 

(b) Bean blight — detected by a water-soaked area, 
which drys out and becomes brown and brittle. 
Use same prevention as in (a). 

(c) Downy mildew — prevented by spraying with 
Bordeaux mixture. 

2. Harmful insects : 

(a) Bean weevil — controlled only by fumigating the 
seed at harvest time with carbon bisulphide. 

(b) Bean ladybug, leaf beetle, blister beetle — pre- 
vented by spraying with arsenate of lead. Plants 
tender, use it only half strength. (See text.) 

(c) Bean aphis — controlled by using nicotine sul- 
phate. 

3. To make nicotine sulphate : 

(a) For small garden, one teaspoonful to one gallon 
of water, to which add one-inch cube of hard 
soap after it is dissolved. 

SUGGESTIVE QUESTIONS 

1. Define bean anthracnose. How do we detect it? How 
may we prevent it ? 

2. How do we detect bean blight ? How may we prevent it ? 

3. How is downy mildew prevented? 

4. How is Bordeaux mixture prepared? 

5; Name some insects that are harmful to beans. 



Chapter 

XLIII. Sweet Corn and Popcorn. 
1. Culture of sweet corn : 

(a) Grown under many conditions. 

(b) Plant as soon as soil becomes warm. 

(c) Plant in hills three feet apart, four grains 
hill. 

(d) If planted in rows, set fifteen inches apart. 

(e) Plant every three weeks. 

(f) Use as soon as ears are ripe. 



4 



AGRICULTURE AND GARDENING FOR SCHOOLS. 187 



(g) Keep soil loose and free from weeds. 

(h) Pull the soil up around the stalks for support. 

2. The enemies of sweet corn are : 

(a) Root aphis — controlled by crop rotation. 

(b) Corn ear-worm — apply arsenate of lead to silks. 

(c) Cutworms and flea-beetles. 

3. The diseases of corn are blights, which are controlled 
by destroying infected seed and crop rotation * 

4. Varieties of sweet corn are : 

(a) Early — ^Golden Bantum, Black Mexican. 

(b) Medium and late — Country Gentle'a:an, Ever-' 
green. 

5. The culture of popcorn : 

(a) Similar to sweet corn. 

(b) Do not plant too thick. 

(c) Plant three seeds to a hill, thirty to thirty-six 
inches apart. 

(d) Plant in rows, twenty-four_ to twenty-eight 
inches apart, for hand cultivation. 

(e) Care must be taken in storing, as corn will not 
pop unless it is dry. 

6. The varieties of popcorn are : 

(a) Rice — used for popping. 

(b) Pearl — used for popping. 

(c) Yankee — suited for stringing. 

SUGGESTIVE QUESTIONS 

1. What culture does sweet corn require? 

2. Name important enemies of sweet corn. 

3. How can we prevent these from injuring corn? 

4. Name one early, cue medium and one late variety of 
sweet corn. 

5. Name three varieties of popcorn. 



Chapter 

XLIV. Cucumbers. 

1. Culture of cucumbers : 

(a) Require rich, mellow soil. 

(b) A warm cHmate. 

(c) Fertilize soil. 

(d) Easily injured by frost. 

(e) For early crop, plant seed indoors. 

(f) Plant seeds one inch deep and eighteen inches 
apart in rows that are five to six feet apart. 

(g) Plant ten to fifteen seeds in a hill and thin to 
three plants. ■ 

(h) Cultivate frequently when plants are small, 
(i) Early ^ruit should be picked, as this stimulates 
vines to greater productiveness. 



188 AGRICULTURE AND GARDENING FOR SCHOOLS. 



2. Companion crops with cucumbers are: 

(a) Early bush beans. 

(b) Lettuce or radishes. 

3. The enemies of cucumbers are : 

(a) Cucumber beetle — controlled by spraying with a 
solution of arsenate of lead and a little Bor- 
deaux mixture. 

(b) Melon aphis. 

(c) Other diseases as wilt, mildew and anthracnose 
— spray with Bordeaux mixture. 

4. Varieties are : 

(a) Emerald. 

(b) White Spine. 

SUGGESTIVE QUESTIONS 

1. How should we plant cucumbers to secure an early yield? 

2. Name some companion crops. 

3. Name the most harmful enemies of the cucumber. 

4. How do we prevent them from injuring the vines? 

5. Name some plant diseases that attack the cucumber. 



Chapter 

XLV. Melons. 

1. Culture of melons : 

(a) Similar to cucumbers. 

(b) Insects and diseases the same. 

2. Culture of watermelons: 

(a) Plant seeds in hills eight to ten feet apart, 

(b) Thin plants to three stocks to a hill. 

(c) In rows plants should be twenty inches apart, 

3. Culture of muskmelons : 

(a) Plant in hills six feet apart. 

(b) Leave four plants in each hill. 

(c) In rows plants should be twenty inches apart. 

4. Culture of citron melons : 

(a) Similar to watermelons. 

5. Enemies of melons: 

(a) Same as cucumbers. 

6. Varieties of melons : 

(a) Watermelon — Tom Watson, Florida Favorite. 

(b) Muskmelon — Rocky F^ord, Ohio Sugar. 

(c) Citron melon — Colorado Preserving. 

SUGGESTIVE QUESTIONS 

1. What conditions of soil and climate do melons require? 

2. What are the cultural requirements of mus'kmelons? 

3. Name two varieties of muskmelons. 

4. What are the cultural requirements of watermelons? 

5. Name some enemies of melons. How are these enemies 
controlled ? 



AGRICULTURE AND GARDENING FOR SCHOOLS. 189 



Chapter 

XLVI. Squashes, Vegetable Marrows, Pumpkins. 
1. The kinds of squashes are: 

(a) Slimmer. 

(b) Winter. 

"2, Culture of squashes : 

(a) Grow in places where other plants do not. 

(b) Used to cover unsightly places. 

(c) Requires a rich, mellow soil, but easy to grow. 

(d) Plant summer squash in hills four feet apart, 
and winter six to eight feet apart. 

(e) Plant seed when the danger of frost is over. 

(f) For early crops seed may be planted in seed 
boxes. 

(g) Cultivation and care same as cucuilibers. 

3. Enemies of squashes are : 

(a) Squash bug — controlled by use of nicotine sul- 
phate; also killed by hand. 

(b) For other enemies, see Chapter XLIV. 

4. Varieties of squashes are : » 

(a) Summer — Summer Crookneck, Early Jersey, 
White Bush. 

(b) Winter — Hubbard, Delicious. 

5. Vegetable marrows : 

(a) Resemble pumpkins. 

(b) Picked when the outer skin can be broken by 
the finger. 

(c) Served like sweet potatoes and eggplarft. 

6. Culture of pumpkins : 

(a) Soil and climate similar to squashes. 

(b) Planted in hills eight to ten feet apart. 

(c) Often planted in with corn. 

(d) Pumpkin seed should not be placed in corn drill 
and planted at same time, fis it destroys the uni- 
formity of the corn. 

7. Enemies of pumpkin are same as squashes. 

8. Varieties of pumpkin are : 

(a) Burpees Golden Oblong. 

(b) Small Sugar. 

(c) W^hite Cushaw. 



SUGGESTIVE QUESTIONS 

1. What types of squashes are adapted to garden culture? 

2. What are the cultural requirements for squashes and 
pumpkins? 

3. What insect enemies injure these crops? 

4. Where are pumpkins usually grown? 

5. What are vegetable marrows? 



190 AGRICULTURE AND GARDENING FOR SCHOOLS. 



Chapter 

XLVII. Celery and Celeriac. 

1. Culture of celery : 

(a) Requires deep, rich, loose, moist soil. 

(b) Usually planted after early crops, 

(c) Plant one-eighth of inch deep and six inches 
apart in rows that are three to five feet apart. 

(d) Keep plants free from weeds. 

(e) Seed may be sown in hotbed or cold frame and 
then transplanted. 

2. Celery may be blanched by means of: 

(a) Earth banked around it. 

(b) Boards or paper placed around the stock. 

(c) Covering stalk with drain tile. 

3. Celery»may be stored by: 

(a) Leaving it in the ground and covering it with 
leaves and straw. 

(b) Storing it in a cellar or pit where the stalks are 
reset in loose soil. 

4. The enemies of celery are : 

(a) I?arly and late leaf blight — controlled by apply- 
ing Bordeaux mixture. 

(b) Tarnish plant bug — destroyed by nicotine sul- 
phate. 

5. The varieties of celery are : 

(a) Easy Blanching. 

(b) Columbia. 

6. Celeriac differs from celery in that : 

(a) Only the roots are used. 

(b) Does not reouire blanching. 

(c) By applying a light covering the roots may re- 
main out all winter, or may be stored like 
carrots. 

SUGGESTIVE QUESTIONS 

1. What are the cultural requirements for celery and 
celeriac ? 

2. Describe methods used to blanch celery. 

3. How is celery preserved for winter use? 
4 What enemies injure celery? 

5. How are these enemies destroyed? 



Chaptkr 

XLVIII. K.ALE AND Cauliflower. . 

1. Kale, cauliflower, collards and Brussels sprouts are re- 
lated to cabbage and are often- substituted for it. 

2. Culture of kale : 

(a) Hardy plant and can be left in ground if freez- 
ing is not too severe. 



AGRICULTURE AND GARDENING FOR SCHOOLS. 191 



(b) Needs rich, mellow soil. 

(c) Cultivation and planting same as cabbage. 

(d) Produces no heads. 

(e) Light frost imoroves the flavor of the plant. 

3. Varieties of kale are: 

(a) Dwarf. 

(b) Siberian. 

4. Culture of cauliflower: 

(a) Requires rich, moist soil. 

(b) Can not endure much frost. 

(c) Planting and cultivation same as cabbage. 

(d) Must be sown early or late; will not form heads 
in summer. 

(e) To blanch heads, try tying the leaves over it. 

5. Enemies of kale and cauliflower are same as cabbage. 

6. Best variety of cauliflower is Early Snowball. 

SUGGESTIVE QUESTIONS 

1. What is the chief reason for producing kale and cauli- 
flower ? 

2. What are the soil and climatic conditions required for 
successful growth ? 

3. What methods are used in producing kale? 

4. Name two varieties of kale. 

5. How do we keep heads of cauliflower white until ready 
for use? 



Chapter 

XLIX. COLLARDS AND BrUSSFXS SpROUTS. 

1. Culture of collards: 

(a) Rich, moist soil. 

(b) Can endure heat. 

(c) Forms a loose rosette of leaves on top of stalk, 
vd) Often served as greens. 

(e) Planting and cultivation same as cabbage. 

2. Culture of Brussels sprouts: 

(a) Same as cabbage. 

(b) Forms small heads in the axils of leaves. 

(c) Remove the leaves when heads are small. 

3. Store Brussels sprouts by: 

(a) Leaving them in the ground. 

(b) Putting them in the cellar, storage pit or cold 
frame. 

4. Enemies similar to cabbage. 

5. Varieties of Brussels sprouts: 

(a) Paris Market. 

(b) Dwarf. 

(c) Perfection. 



192 AGRICULTURE AND GARDENING FOR SCHOOLS. 



SUGGESTIVE QUESTIONS 

1. Where are collards usually grown? 

2. What part of the plant is used for food? 

3. What is the best known variety of collards? 

4. How are Brussels sprouts produced? 

5. What are the enemies of collards and Brussels sprouts? 



Chapter 

L. KOHL-RABI AND OkRA. 

1. Culture of kohl-rabi same as cabbage. 

2. Description of kohl-rabi : 

(a) Belongs to cabbage family. 

(b) Enlarged portion of the stem just 
ground is used. 

(c) Use fleshy stems when tender. 
The varieties of kohl-rabi are : 

(a) Early White Vienna. 

(b) Early Purple Vienna. 
Culture of okra : 

(a) Rich soil. 

(b) Warm climate. 

(c) Sow in rows four to five feet apart. 

(d) Plants should be two feet apart. 
The edible parts of okra are the seed pods. 
Varieties of okra are : 

(a) Lady Finger. 

(b) Long Green. 

(c) Perkms Mammoth. 



above the 



3. 



4. 



SUGGESTIVE QUESTIONS 

1. What culture does kohl-rabi require? 

2. What parts of these plants are used for food? 

3. Are they grown in your community? 



Name two varieties of kohl-rabi. 
Name two varieties of okra. 



Chapter 

LI, Spring Greens. 

1. The two leading crops are spinach and mustard. 

2. Spinach is the most important crop used for greens. 

3. Culture of spinach : 

(a) Plant in early spring or late fall. 

(b) Plant one-half to one inch deep. 

(c) Seven or eight plants to a foot. 

(d) Use rich soil. 

(e) L^se whole plant for greens. 

(f) Keep free from weeds. 



AGRICULTURE AND GARDENING FOR SCHOOLS. 193 



4. Varieties of spinach: 

(a) Dutch. 

(b) Savory. 

5. Cuhiire of mustard : 

(a) Grows in most any garden soil. 

(b) Thrives best in cool climates. 

(c) Plant one-half inch deep and about four inches 
apart. 

(d) Plant in early spring or late fall. 

(e) Use either entire plant or leaves. 

6. Varieties of mustard are: 

(a) Giant Ostrich. 

(b) Large-leaved Curled. 

SUGGESTIVE QUESTIONS 

1. Name two leading crops used as greens. 

2. How are they produced? 

3. What methods are used in producing mustard ? 

4. For what purpose other than greens is mustard used? 

5. How many have grown spring greens? 



Cttaptfr , 

LI I. Spring Salads. 

1. The crops grown for spring salads are: 

(a) Leaf lettuce. (For lettuce, see Chapter XXVII.) 

(b) Garden cress. 

( c) Corn salad. 

2. Culture of garden cress : 

(a) Plant one-half inch deep, using three to six to 
an inch. 

fb) Plant in rows one foot apart. 

(c) Crop will be ready for use in six weeks. 

(d) Keep free from weeds. 

(e) Sow every ten days for continuous supply. 

3.. Corn salad is also known as lamb's lettuce and fetticus. 

4. Culture of corn salad : 

Ca) Sow seed in early spring. 

(b) Plants should be about six inches apart. 

(c) Plant in rows twelve to fifteen inches apart. 

5. Corn salad is used like lettuce. 



SUGGESTIVE QUESTIONS 

1. Name some crops grown for spring salads. 

2. Give special uses of garden cress. 

3. What cultural methods does garden cress require? 

4. What cultural methods are required for corn salad? 

5. How do we prepare corn salad for the table? 



VM AGRICULTURE AND GARDENING FOR SCHOOLS. 



Chapter 

LIII. Greens that Endure Heat. 

1. These greens are : 

(a) Swiss chard. 

(b) Kale or borecole. 

(c) Collards. 

(d) New Zealand spinach. 

2. Culture of Swiss chard : 

(a) Belongs to beet family. 

(b) Prepared like spinach. 

(c) Cut leaves from plant. 

(d) For cultivation, see Chapter XXXIII. 

3. Best variety is Giant Lucullus. 

4. Advantages of growing New Zealand spinach: 

(a) Withstands heat and dry weather. 

(b) Produces good greens during the summer. 

(c) Makes a larger growth than the true spinach. 

5. Culture of New Zealand spinach : 

(a) Plant in rows three feet apart. 

(b) Plants should stand fifteen to eighteen inches 
apart. 

(c) Soak seed before planting. 

(d) Plant one-half to one inch deep. 

6. Prepare like ordinary spinach. 

SUGGESTIVE QUESTIONS 

1. What cultural methods are required for kale? 

2. What cultural methods are required for collards? 

3. How do we grow Swiss chard? 

4. Name one variety of Swiss chard. 

5. Name one advantage of growing New Zealand spinach 
in the garden. 



Chapter 

LIV. Salads that Endure Heat. 

1. Chief plants used are: 

(a) Parsley. 

(b) Upland cress. 

(c) Endive. 

2. Parsley is used for: 

(a) Garnishing. 

(b) Flavoring. 

(c) Salads. 

3. Culture of parsley : 

(a) Sow in rows twelve inches apart. 

(b) Set the plants four inches apart. 

(c) Prepare the garden soil well, for the seeds are 
small and germinate slowly. 

(d) Soak seeds in warm watier before planting. 

(e) For early crops sow seeds in hotbeds. 

(f) Ready for' ti$^; in three moriths. 

(g) Plants will stand dry weather. 



AGRTCl'LTURE AND C.ARDEXINX. FOR SCHOOLS. lO" 



4. Varieties of parsley are : 

(a) Dwarf. 

(b) Moss Curled. 

5. Culture of Upland cress: 

(a) Plants will endure heat and furnish leaves dur- 
ing summer. 

(b) Does not produce seed the first year. 

(c) Will freeze if left unprotected. 

(d) Sow seed one-half inch deep in rows twelve 
inches apart. 

(e) Plants should stand eighteen to twenty inches 
apart. 

(f) Crop ready for use in ten weeks. 

6. Endive is one of the finest salad plants. 

7. Endive is a native of China. 

8. Culture of endive : 

(a) Plants should stand twelve inches apart. 

(b) Plant in rows eighteen inches apart. 

(c) In dry weather the plants need watering out. 

(d) Cultivate the soil frequently.' 

9. To blanch endive : 

(a) When the outer leaves are eight inches long, tie 
the ends together. 

(b) See that no moisture is on the leaves. 

(c) This process will take three weeks. 

(d) Tie only a few plants at a time, for the stocks 
should be used as soon as they are blanched. 

(e) Plants placed in cellar can be used during the 
winter. 

10. Varieties of endive are : 

(a) White Curled. 

(b) Green Curled. 

SUGGESTIVE QUESTIONS 

1. Name three garden salad plants that withstand summer 
heat. 

2. Give methods of culture required for parsley. 

3. Name two ^'arieties of parsley. 

4. W^hat cultural method is required for Upland cress? 

5. How is endive produced? 



Chapter 

LV. Pl.ants Related to the Onion. 

1. Related plants are: 

(a) Chives. 

(b) Garlic. 

(c) Le.ks. 

2. Chives is a small onion-like plant used for flavoring 
soup. 



196 AGRICULTURE AND GARDRNIXG FOR SCHOOLS. 



3. Culture of chives : 

(a) Propagated by bulbs. 

(b) Set twelve inches apart in rows eighteen inches 
apart. 

(c) For winter use, transplant in cold frame. 

4. Garlic is used like chives. 

5. Culture of garlic : 

(a) Propagated by bulbs. 

(b) Bulb is made of small divisions called "cloves." 

(c) Cultivation like chives. 

(d) Cured for winter by braiding the tops together 
and hanging up the bulbs. 

6. Leeks are used like onions. 

7. Leeks form no bulbs, but have a thick uniform stem. 

8. Culture of leeks same as onions. 

9. Leek stems must be blanched. 

10. A variety of leek is the American Flag. 



SUGGESTIVE QUESTIONS 

1. Name three garden crops related to the onion. 

2. What cultural method is required for chives? 

3. What cultural method is required for leeks? 

4. W^hat cultural method is required for garlic? 

5. What is the most important use of each of the above 
crops? > 



Chapter 

LVI. Root Crops that Withstand Winter Freezing. 

1. The root crops that withstand winter freezing are : 

(a) Parsnips. 

(b) Salsify. 

(c) Horse-radish. 

2. Freezing often improves these root crops. 

3. Culture of parsnips is the same as carrc ts. 

4. The culture of salsify or vegetable oyster is: 

(a) Plant seed one-half to one inch deep in rows 
one to one and one-half feet apart. 

(b) Plants should stand three to four inches apart. 

5. Description of salsify : 

(a) Biennial. 

(b) Dig roots before second season to prevent plants 
going to seed. 

(c) Served the same as parsnips. 

(d) Called "vegetable oyster" because it has an 
oyster flavor. 

6. Varieties of salsify : 

(a) Sandwich Island. 

(b) Long White. 

(c) Mammoth. 



AGRirULTURK AND GARDEXIXG FOR SCHOOLS. 197 



7. Culture of horse-radish : 

(a) Requires deep, rich, well-drained soil. 

(b) Plant roots one to one and one-half feet apart 
in rows three feet apart. 

(c) Root cuttings are used for planting. 

(d) Obtain the root-cutting by taking the small side 
roots. 

(e) Select roots six inches long and one-fourth to 
one-half inches in diameter. 

(f) Keep free from weeds. 

(g) Plant at one end of the garden with other per- 
ennials. 

SUGGESTIVE QUESTIONS 

1. What root crops withstand winter freezing as well as 
summer heat ? 

2. How are parsnips grown? 

3. How is salsify produced? 

4. What are the cultural requirements for horse-radish? 

5. For what purpose is horse-radish used? 

Chapter 

LVII. Perennial Crops. 

1. Most important perennial crops are: 

(a) Asparagus. 

(b) Rhubarb. 

(c) Horse-radish. 

2. Culture of asparagus : 

(a) Requires well-drained soil, fertilized with stable 
manure. 

(b) Best results by planting roots instead of seeds. 

(c) First remove tive inches of top soil. 

(d) Then dig up the subsoil to a depth of fourteen 
to eighteen inches. 

(e) Put in some stable manure. 

(f) Replace the top soil and add fertilizer. 

(g) Set plants fifteen inches apart in rows three feet 
apart; in small garden space, close together. 

3. Cutting asparagus : 

(a) Cut no shoots the first year. 

(b) Cut very few the second year. 

(c) Third year plants ready for use; cut all tops dur- 
ing late fall of each year. 

4. Culture of rhubarb: 

(a) Same soil cordition as asparagus. 

(b) Save time by using roots instead of seed. 

(c) Plant in hills four feet apart. 

(d) Thick green leaves can be used after the second 
year. 

(e) For winter supply transplant roots to a cold 
frame or cellar. 



198 AGRICULTURE AND GARDENING FOR SCHOOLS. 



SUGGESTIVE QUESTIONS 

1. Name three perennial crops. 

2. Define perennial. 

3. Describe the cultural requirements for asparagus. 

4. Describe the cultural requirements for rhubarb. 

5. Kow is rhubarb forced? 



Chapter 

LVIII. Saving Seed for Planting. 

1. Garden crops are divided into three groups: 

(a) Annuals — ripen seed lirst year and die. 

(b) Biennials — ripen seed second year and die. 

(c) Perennials — tops freeze in winter, but roots live 
in ground year after year. 

2. Preparations for gathering and cleaning seed are: 

(a) Gather ripe seeds before frosts. 

(b) Gather seeds from healthy, true to type plants. 

(c) Spread seeds out to dry in a well-ventilated place. 

(d) Free the seeds from the pulp matter. 
3 Protecting the seeds : 

(a) Remove all inferior specimens. 

(b) Store the seeds properly to save vi'.ality. 

(c) Label all saved seed. 

(d) Keep in receptacles that will protect seeds from 
mice and insects. 



SUGGESTIVE QUESTIONS 

1. Into what three groups are garden crops divided? 

2. Define annuals. Name five. 

3. Define biennials. Name five. 

4. Define perennials. Name five. 

5. How should gardeners harvest seed? 



Chapter 

LIX. Harvesting Vegetable Crops. 

1. There is a loss each year in the United States be- 
cause of : 

(a) Neglect in harvesting crops. 

(b) Using wrong methods. 

2. The five general classes of crops are : 

(a) Stem crops. 

(b) Leaf crops. 

(c) Root crops. 

(d) Vine crops. 

(e) Corn, pepper and onion crops. 



AGRICULTURE AND GARDEN IxXG FOR SCHOOLS. 199 



3. Harvesting stem crops : 

(a) Asparagus— cut close to ground when shoots are 

four to six inches tall. 

(b) Rhubarb — cut stems close to ground, but do not 
injure crowns. Keep back seed stock and more 
stems will grow. 

(c) Celery— cut just beneath the crown when ready 
for use. 

(d) Potatoes— dig early ones as soon as large enough ; 
dig late ones when vines die. 

(e) Sweet potatoes— dig early for use; leave late 
ones in ground as long as possible. 

4. Harvesting leaf crops: 

(a) Cut when young, as these crops become tough 
with age. 

5. Harvesting root crops : , 

(a) Use when these crops have reached half their 
full development. 

(b) These crops mature irregularly; use largest first. 

6. Harvesting vine crops : 

(a) String beans should be picked when pods are 
good size and snap readily; do not let pod get 
tough. 

(b) Peas— pick when three-fourths their full size, or 
else they get tough. 

(c) Cucumbers — pick before seeds begin to develop. 
Production decreases after seeds begin to form. 

(d) Squashes— summer, pick as soon as large enough; 
winter, leave until last frost will not harm. 

(e) Melons — ready to pick when they crack around 
the stem ; also a dead sound when thumped, indi- 
cates ripeness. 

(f) Tomatoes— gather as soon as ripe. When frost 
threatens, pick and wrap in paper. Ripen a few 
at a time. 

7. Harvesting corn, peppers and onions : 

(a) Corn— when corn is in the "milk" it is ready for 
use. Sweet corn is ready when silks begin to 
turn brown. Use corn as soon as pulled. 

(b) Peppers — pick sweet peppers while green and 
hot peppers when skins are red. 

(c) Onions—ready when tops have fallen and outer 
skins are dry. 

SUGGESTIVE QUESTIONS 

1. Name five general classes of crops. 

2. When is the best time to harvest stem crops? 

3. When is the best time to harvest leaf crops? 

4. When is the best time to harvest root crops? 

5. When is the best time to harvest vine crops? 



200 AGRICULTURE AND GARDENING FOR SCHOOLS. 



Chapter 

LX. Marketing Vegetable Crops. 

1. In preparing, vegetables for market observe the 
following : 

(a) Do not market directly from the garden. 

(b) Vegetables should be washed, trimmed, graded 
and sorted. 

(c) Vegetables should be attractive. 

(d) Give attention to the size and quality of the 
vegetables. 

(e) Sell vegetables according to grades. 

2. There are three types of marketing: 

(a) Community type — located at school or some 
central location. 

(b) Individual type — selling from wagons or ship- 
ping by parcels post. 

(c) Co-operative type — co-operating. with others who 
sell at markets. 

3. How vegetables should be displayed : 

(a) Arrange display to give a neat appearance. 

(b) Group like vegetables together. 

(c) Stem crops should be sold in bunches or by 
weight. 

(d) Leaf crops should be kept fresh by keeping in a 
cool place until ready to sell. 

(e) Root crops should be clean and in bunches. 

(f) Vine crops should be picked carefully, arranged 
in market according to size and color. 

(g) Sweet corn is sold with husks on and by the 
dozen. 

SUGGESTIVE QUESTIONS 

1. How is the best way to prepare vegetable crops for 
market? 

2. How should we arrange a vegetable display? 

3. Give three ways of marketing crops. 

4. Describe each. 

5. How are the different classes marketed? 



Chapter 

LXL. Small FRurrs. 

1. Fruits to be considered are 

(a) Strawberries. 

(b) Blackberries. 

(c) Raspberries. 

(d) Currants. 

(e) Gooseberries. 



AGRICULTURE AND GARDENING FOR SCHOOLS. 201 



2. In preparing the soil consider : 

(a) Small fruits do better in gardens where other 
plants have been planted rather than in new 
ground. 

(b) Soil should be covered with manure. 

(c) Free from weeds, grass and insects. 

(d) Soil should be well fertilized. 

3. Sm.all fruits should be mulched during winter to keep 
from freezing. 

4. In planting and cultivation observe that : 

(a) Small fruits should be planted in rows. 

(b) Avoid overcrowding, as plants can not be pro- 
ductive if they lack food, air and sunshine. 

(c) Remove all plants or branches or leaves. 

(d) Destroy diseased plants. 

(e) Cultivate small fruits frequently. 

SUGGESTIVE QUESTIONS 

1. What crops are good to precede small fruits? 

2. How should soil be prepared for small fruits? 

3. What materials are used for mulching small fruit crops 
during cold season? 

4. Why should overcrowding be avoided ? 

5. Name common small fruit crops grown in your neighbor- 
hood. 



LXII. Strawberries. 

1. Planting and cultivation: 

(a) Do best in moist, sandy loam. 

(b) To be planted in late fall or early spring. 

(c) Set plants fifteen to 24 inches apart in rows four 
to five feet apart. 

(d) Pack soil around roots, but do not get any on 
the crown. 

(e) Permit runners to root early in the season. 

(f) Cut ofif late runners. 

(g) Do not permit plants to fruit the first year. 

(h) Should have a sunny place and should be culti- 
vated frequently until blossom time, 
(i) Cover plants with manure in fall, 
(j) Use Bordeaux mixture to prevent diseases. 

2. Perfect and imperfect flowers : 

(a) Flowers are called perfect when they bear both 
stamens and pistils. 

(b) Flowers are called imperfect when they have 
pistils, but no stamens. 

(c) Perfect flowers are self-fertilized and imperfect 
flowers are not. 

(d) Imperfect flowers are unproductive unless fertil- 
ized by perfect flowers. 



202 AGRICULTURE AND GARDENING FOR SCHOOLS. 



3. The varieties of strawberries are: 

(a) Standard perfect flowers — Dr. Burrill, Lady 
Thompson, Senator Dunlap. 

(b) Standard imperfect flowers — Crescent, Warfield. 

(c) Ever-bearing perfect flowers — Progressive, 
Superb. 



SUGGESTIVE QUESTIONS 

1. What is the best kind of soil for growing strawberries? 

2. How should we plant and care for this crop? 

3. What is a perfect flower? 

4. What is an imperfect flower? 

5. Name five varieties of strawberries. 



Chapter 

LXIII. Blackberries and Raspberries. 

1. Culture of blackberries : 

(a) Plant in lighter and drier soil than the straw- 
berries. 

(b) Plant in early spring or late fall. 

(c) New plants are procured from root cuttings or 
suckers. 

(d) Plant two to five inches. 

(e) Cut out all old wood late in fall or early in 
spring. 

(f) Do not permit canes to grow more than four to 
five feet high. 

(g) Rerrfove all diseased canes. 

2. Varieties of blackberries are : 

(a) Early — Early King, Eldorado. 

(b) Late — Success, Taylor. 

3. The three types of raspberries are : 

(a) Red — grow best in rich clay loam. Prune by 
cutting back canes to one-third of their growth. 

(b) Black — planted like red. They are trimmed 
back early in spring. Remove all old canes. 

(c) Purple — not so well known. Care same as 
others. 

(d) Yellow — a new variety. Care much the same 
as others. 

4. Varieties of raspberries are : 

(a) Red— Cuthbert, King, Miller. 

(b) Black — Ohio, Gregg, Cumberland. 

(c) Purple — Shafi^er, Columbian. 

(d) Yellow — Golden Queen. 



AGRICULTURE AND GARDENING FOR SCHOOLS. 203 

SUGGESTIVE QUESTIONS. 

1. When is the best time to" plant blackberries? 

2. What cultivation is required? 

3. Name two early varieties. 

4. Name two late varieties, 

5. Name two varieties of each raspberry type. 



Chapter 

LXIV. Currants and Gooseberries. 

1. Culture same for both: 

(a) Both do well in moist clay or sandy loam. 

(b) Are cool climate plants. 

(c) Plants are set three feet apart in rows five or 
six feet apart. 

(d) Careful cultivation will increase the yield. 

(e) Plants two years old having good roots should 
be used. 

(f) Prune in fall or early spring. 

(g) Remove weak branches over three years old. 
(h) Best fruit produced on one-year-old stems. 

(i) In dry seasons a straw or manure mulch is 
advisable. 

2. Currant worm is destroyed by spraying with paris 
green or arsenate of lead. 

3. The varieties are : 

(a) Red currants — Cherry, Prince Albert, Red Dutch. 

(b) White currants— White Grape, White Dutdl, 

(c) Black currants — Black, Naples. 

(d) American gooseberries — Houghton, Downing. 

(e) English gooseberries— Industry, Triumph. 

SUGGESTIVE QUESTIONS 

1. Name the most common methods of planting and culti- 
vating the currant. 

2. Name the most common methods of planting and culti- 
vating gooseberries. 

3. How can the currant worm be destroyed? 

4. Name two varieties of each red, white "and black kind of 
currants. 

5. Name two varieties of American and English type of 
gooseberries. 



Chapter , 

LXV. Grapes. 

1. Grapes are propagated from : 

(a) Seed — when new varieties are grown. 

(b) Cuttings — prepared at any time after vines be- 
come dormant. 



204 AGRICULTURE AND GARDENING FOR SCHOOLS. 



(c) Layering — by selecting canes of last season's 
growth near the base. 

(d) Grafting— done to change poor varieties and to 
protect from diseases, 

2. Grapes are pruned by : 

(a) The first year cut all stems away except one, 
and cut that back to one or two buds. 

(b) The second year cut all stems away except two, 
and if these are long, cut them back. 

(c) Third spring cut all stems away except four of 
the stems nearest the main stem. 

3. Grapevines should be kept ofif the ground. 

4. To prevent disease: 

(a) Cut all dead limbs away and burn them. 
•(b) Spray with Bordeaux mixture every ten days 
until fruit is set. 

5. Varieties of grapes are : 

(a) Black — Champion, Concord, Moore's Early. 

(b) Red or amber — Catawba, Delaware. 

(c) White — Diamond, Niagara, Winchell. 

SUGGESTIVE QUESTIONS 

1. How are grapes propagated? 

2. Give two advantages of grafting. 

3. How do we prune the grapevines from the first to the 
third year? 

4. How may diseases of the grape be prevented? 

5. Name four varieties of grapes 



Chapter 

LXVI. Harvesting and Marketing Small Fruits. 

1. In selecting small fruits a gardener should consider: 

(a) }klarket demands. 

(b) Character of fruit as to firmness. 

2. In choosing varieties for planting select: 

(a) Standard varieties. 

(b) Two varieties of each kind except strawberries. 

(c) Three or four varieties of strawberries with 
different maturing times. 

(d) Fruits that are in demand at your markets. 

3. In packing small fruits, consider : 

(a) Size of fruit, container as determined by law. 

(b) Construction of the container. 

(c) Neatness and cleanliness of the containers. 

4. Small fruits are usually marketed in. pint and quart 
boxes. 

5. See that no decayed or imperfect fruit is put in the 
boxes, as it will decay and lower the price of o'.her fruit. 



AGRICULTURE AND GARDENING FOR SCHOOLS. 205 



In gathering the crops : 

(a) Leave a small stem on the berry, or else the 
quality is injured. 

(b) Hand picking is best and the fruit should be 
placed, not dropped, in the baskets. 

(c) Fruits for home market should remain on stock 
until ripe. 

(d) Shipped fruit should be packed when not too 
ripe. 



SUGGESTIVE QUESTIONS 

1. What are important points to consider in selecting 
varieties of small fruit? 

2. Name three points to consider when marketing small 
fruit. 

3. Why is care required in packing small fruit? 

4. Name the small fruits produced in your community. 

5. Name the varieties most popular in your local market. 



Chapter 

LXVII. Useful Plants Used for Ornament. 

1. Useful plants as ornaments and how each is used: 

(a) Scarlet bean runner — planted to climb fences 
and porches. Cultivated extensively in Europe. 

(b) Sugar pea — used as food, served as string beans. 
Has flower like sweet pea. 

(c) Variegated kale. 

(d) Carrots — because of foliage frequently grown 
along walks. 

(e) Parsley — planted as a border for beds or walks. 

(f) Okra — has a beautiful flower 

(g) Martynia — excellent substitute for cucumbers, 
(h) Pumpkins — used to cover unsightly places. 

Squashes used also for same purpose, 
(i) Grapes — vines cover fences and unsightly places, 
(j) Quince bushes can be planted instead of lilacs. 

Blossom is ornamental, fruit is valuable. 
(k) Sunflowers — serve as screen, seed good for 

poultry. 
(1) Witloof chicory leaves — used for salads, root for 

an adulterant of coffee, 
(m) Jerusalem artichoke — attractive flower; used 

frequently for salads and pickles, 
(n) Castor bean — valuable for medicinal purposes; 

used for screening unsightly places, 
(o) Pole lima bean vines — serve as screens, 
(p) Tomatoes — serve as a screen. 



206 AGRICULTURE AND GARDENING FOR SCHOOLS. 



SUGGESTIVE QUESTIONS 

1. Name ten useful plants grown for ornamental purposes. 

2. How is each used for a food? 

3. Are any so grown in your community? 

4. Name and describe them? 

5. How is each used for food? 



Chapter 

LXVIII. Plants to Beautify the Yard or Garden. 

1. Appearance of yard or garden is improved by flowers. 

2. The popular hardy bulbs are : 

(a) Fall planting — Hyacinths, tulips, narcissi, liHes. 

(b) Spring planting — Cannas, dahlias, gladioli. 

3. Vines that are suitable for shade and coverings are : 

(a) Moonflower — growth in one season fifty feet. 
Has large funnel-shaped flowers and abundant 
foliage. 

(b) Matrimony vine — used for fence covering. 

(c) Boston ivy — used to cover brick or stone walls. 

(d) Virginia creeper. 

(e) Honeysuckle. 

4. Plants used for ground covering are : 

(a) Myrtle. 

(b) Snow-in-summer. 

(c) Moss pink. 

5. Perennials that are best suited for : 

(a) Cut flowers are — Columbine, phlox, peonies, 
chrysanthemums. 

(b) Sunny places are — Sweet William, phlox, sun- 
flower. 

(c) Shady places — Forget-me-not, hardy pansies, lily- 
of-the-valley. 

6. Perennials used for color are : 

(a) White — Funkia, Shasta daisy, yucca. 

(b) Yellow — Golden glow, gold flower, chrysanthe- 
mums. 

(c) Pink — Garden pinks, hollyhocks, peonies. 

(d) Blue — Phlox, larkspur, Japan iris. 

7. Shrubs that are used for : 

(a) Cut flowers — Lilac, spirea, hydrangea, snowball. 

(b) Fruit — Barberry, snowberry, cranberry. 

(c) Cold climates — Lilac, snowball, Juneberry. 

(d) Sunny places — Blue spirea, oleaster. 

(e) Shady places — Snowball, Judas tree. 

(f) White flowering — Silverball, pepperbush. 

(g) Yellov/ flowering — Golden bell, golden currant, 
(h) Red flowering — Red bud, currant red flower, 
(i) Pink flbwering--Weigelia, flowering almond. 



AGRICULTURE AND GARDENING FOR SCHOOLS. 207 



SUGGESTIVE QUESTIONS 

1. Name two bulbs suitable for fall planting. 

2. Name two bulbs suitable for spring planting. 

3. Name three vines used for ornaments. 

4. Name two perennials with white flowers. 

5. Name two shrubs used for cut flowers. 



Chapter 

LXIX. Fall Work for Spring Gardens. 

1. All garden trash should be destroyed to : 

(a) Prevent insects from sheltering during the 
winter. 

(b) Save time in the spring. 

2. Fall plowing and spading will help to : 

(a) Destroy insects. 

(b) Make soil rough, thus air and water can enter. 

(c) The moisture will freeze and thaw, and thus 
make the soil mellow. 

3'. The cover crops sown in the fall and plowed under as 
green manure are the legumes. 

SUGGESTIVE QUESTIONS 

1. Why should the garden trash be destroyed in the fall? 

2. Name three cover crops. 

3. Define green manrre. 

4. Name some crops to be used as green manure. 

5. What are the advantages of these manures ? 



SECTION TWO 
The Preservation of Garden Crops 

Chapter 

LXX. Why and How We Preserve Foods. 

1. History of preserving foods : 

(a) Happened by chance. 

(b) Fruits dried on vines. 

(c) Pickling and salting discovered by chance. 

(d) Canning discovered and done without under- 
standing "why." 

2. Foods spoil because : 

(a) -Presence of ferments. 

(b) Presence of molds and bacteria. 

3. Foods are preserved and stored by : 

(a) Drying. 

(b) Pickling. 

(c) Salting. 

(d) In refrigerators. 

(e) By canning. 



AGRICULTURE AND GARDENING FOR SCHOOLS. 



4. Canning food accomplishes two things : 

(a) Heating destroys molds, yeasts and bacteria. 

(b) Placing food in air-tight food containers prevents 
germs from entering. 

5. The reasons that surplus food should be preserved are : 

(a) Certain foods are cheap in season and expensive 
out of season. 

(b) Constant use of good food is necessary for good 
health. 

(c) Every family should preserve enough food to 
last through the following winter and spring. 

(d) Food production does not increase with popula- 
tion. 

SUGGESTIVE QUESTIONS 

1. What first suggested drying foods? 

2. What methods of preserving were discovered by accident? 

3. Why docs drying prevent decay of foods? 

4. When foods are pickled, salted or preserved, what pre- 
vents decay? 

5. What two things are accomplished when foods are 
canned? 



Chapter 

LXXI. Canning: One Period Cold Pack Method. 

1. The one period cold pack method is best for canning 
vegetables and fruits in the North. 

2. Equipment for this method : 

(a) Deep pans for blanching. 

(b) A wire basket or steamer. 

(c) Several yards of cheese-cloth. 

(d) A knife for removing air bubbles in containers. 

(e) A knife for paring. 

(f) A pan for cold dipping. 

(g) Salt. 

(h) Glass cans. 
(i) New rubbers. 
U) Sterilizing apparatus. 

3. Steps in the canning process: 

(a) Blanching — to insure cleansing. 

(b) Cold dipping — to harden the pulp and set the 
coloring matter. 

(c) Packing — in jars as closely as possible. 

(d) Sterilizing — final process of heating. 

(e) Sealing — keeping the can air-tight. 

4. The time for sterilizing is based on size of jars. 



AGRICULTURE AND GARDENING FOR SCHOOLS. 209 



SUGGESTIVE QUESTIONS 

1. What equipment is needed in canning? 

2. How many steps are necessary in cannmg by this 
method ? 

3. Describe each step. 

4. Give worl: required in canning one soft fruit. 

5. What work is required in canning one legume? 



Chapter 

LXXII. Preserving and Jelly Making. 

1. Preserves are made by: 

(a) Taking small fruits and cooking with sugar until 
quite thick. 

(b) Put in jars and seal. 

. (c) Fruits must not be over-ripe. 

2. Jellies are made by : i • u 

(a) Fruit juices that contain pectin; are cooked with 
sugar until the proper consistency of jelly. 

(b) The amount of sugar depends upon the quantity 
of pectin in the fruit juice. 

(c) Over-ripe juices contain too little pectin. 

3. Some of the most important points to be considered in 
making jelly are : 

(a) Select firm, but not too ripe, fruit. 

(b) Wash and remove stems. 

(c) Put in pan and cover with water. 

(d) Cook slowly until soft. 

(e) Pour into muslin bag to drain. 

(f) Measure juice drained out. 

(g) Add sugar to juice, three-fourths to one cup of 
sugar to one cup of juice. 

(h) Boil juice and sugar together rapidly, 
(i) Jelly point is reached when two drops of juice 

run together and fall as one from the side of a 

spoon, 
(j) Pour jelly into sterilized glasses and cool. 

SUGGESTIVE QUESTIONS 

1. How are preserves made? 

2. How is jelly made? , • i 

3. Name some important points to be observed in the mak- 
ing of jelly. . t,, r 

4. Name some fruits suitable for preserves. 

5. Name some fruits suitable for jelly. 



Chapter 

LXXIII. Drying. 

1. The five reasons for drvmg foods are: 

(a) Bulk is decreased— 100 pounds is reduced to ten 
pounds. 



210 AGRICULTURE AND GARDENING FOR SCHOOLS. 



(b) Less space Is required for storage. 

(c) No sugar is required. 

(d) Fewer and less expensive containers are nejded. 

(e) Products can be kept for an indefinite period. 

2. The three methods of drying are: 

(a) Exposure to the sun. 

(b) Artificial heat over a stove. 

(c) Air currents, as with the electric fan. 

3. In selecting the preparing food for drying: 

(a) Select young vegetables. 

(b) Do not select over-ripe or under-ripe food. 

(c) Dry soon after gathering. 

(d) Cut vegetables and fruits into slices or shreds. 

(e) All foods should be cleaned before drying. 

(f) Vegetables should be blanched. 

(g) Vegetables should be dipped in cold water, 
(h) Spread out on thin boards or tables. 

4. Drying food in the sun : 

(a) Select a bright, sunshiny day. 

(b) Fruits dry best on a hot, windy day, 

(c) Spread food out on trays. 

(d) Bring food indoors at sunset and on damp days. 

5. Drying food by artificial heat: 

(a) Use a drying apparatus. 

(b) Apply a gentle heat at first. 

(c) When drying in the oven be sure to keep the 
door open to prevent overheating. 

6. Tests for dried food are: 

(a) Should have a leathery and pliable feeling. 

(b) Should not rattle or crack when poured. 

7. To prepare dried food for use : 

(a) Soak food in cold water overnight. 

(b) Cook slowly. 

SUGGESTIVE QUESTIONS 

1. Give five reasons for drying foods. 

2. Give three methods of drymg foods. 

3. Why do we blanch before drying foods? 

4. Give eight steps in drying foods. 

5. How do we dry food in the sun? 



Chapter 

LXXIV. Fermentation and Salting. 

1. The three methods used in preserving food by salting 
are : 

(a) Fermentation with dry salting. 

(b) Fermentation in brine. 

(c) Salting without fermentation. 



AGRICULTURE AND GARDENING FOR SCHOOLS. 211 

2. The equipment should consist of: 

(a) Sealer and a measure. 

(b) Stone or glass jars. 

(c) Salt. 

(d) White cheese-cloth for covering. 

(e) A board to fit in the containers. 

(f) One or two clean stones. 
3. To make sauerkraut: 

(a) Take cabbage heads and remove the outside 
leaves. 

(b) Cut the cabbage. 

(c) Put in a layer of cabbage and then a layer of 
salt 

(d) Then three or four inches of cabbage and then 

salt again. . 

(e) Pack the cabbage firmly by poundmg it lightly 

(f) When crock is full, sprinkle salt over top and 
put on the cheese-cloth. 

(g) Place on the board and then the stones. 

(h) When fermentation starts a film appears and 

this should be skimmed off. 
(i) When the container is tapped gently and no 
bubbles arise, the sauerkraut is ready for use. 
4. Other vegetables, as string beans and turnips, may be 

pickled like sauerkraut. 
5 Vegetables may be preserved by the use of brine: 

(a) Place cucumbers, corn, beets, etc., mto a weak 
brine, made of one gallon of water, one-half pint 
of vinegar and three-fourths of a cup of salt. 

(b) Place in a warm place until fermentation is com- 
plete, then take to cellar. 

6. Vegetables may be preserved by salting without a 

brine : , r .. 

(a) Enough salt must be used to prevent fermenta- 
tion or mold. . 

(b) Use enough salt to equal one-fourth the weight 
of the material used. . 

(c) If within twenty-four hours not enough liquid 
has been extracted to cover the vegetables, a 
brine must be added. 

7 Vegetables may be preserved by pickling: 

(a) The vinegar used in pickling contains acetic acid 
and prevents growth of bacteria. 

(b) Vegetables soaked overnight in a bnne of one 
cup of salt and one quart of water, wdl remove 
the juice in the vegetables, and thus the vinegar 
is not weakened. 



212 AGRICULTURE AND GARDENING FOR SCHOOLS. 



SUGGESTIVE QUESTIONS 

1. How is sauerkraut made ? 

2. What vegetables may be preserved by fermentation with 
saking? 

3. What vegetables are preserved by use of brine? 

4. Describe this process. 

5. Describe the process of salting without fermentation. 



Chapter 

LXXV. Storing Vegetables. » 

1. The four plans for storing vegetables are : 

(a) Vegetables that require cool, moist condition 
with little circulation of air — as potatoes, cab- 
bages, beets, carrots, etc. 

(b) Vegetables that require cool, moist condition 
with free air circulation — as celery, parsley, etc. 

(c) Vegetables that require cool, dry conditions — as 
onions. 

(d) Vegetables that require warm, dry conditions 
with free circulation of air — as sweet potatoes, 
squash, pumpkins. 

SUGGESTIVE QUESTIONS 

1. Give four plans for storing vegetables. 

2. Name crops stored by each plan. 

3. What storage methods are used in your community? 

4. Which ones are most satisfactory? 

5. Mention other methods of storing garden crops. 

Chapter 

LXXVI. Storing Vegetables in Cellars. 

1. Store vegetables when free from surface moisture. 

2. All stored fruit or vegetables should be sound. 

3. Cellar storage is very important, as : 

(a) Most vegetables in the homes are stored in the 
cellar. 

(b) Keep soil on the floor in the cellar storage room. 

4. To store potatoes in indoor cellar : 

(a) Dig them in dry weather. 

(b) Leave them along the rows a few hours to dry 
out. 

(c) EHminate the bruised ones, 
(d)- Grade them according to size. 

(e) See that there is proper ventilation. 

(f) Avoid strong light. 

(g) Containers should be crates or ventilated bar- 
rels and boxes. 

(h) If cellar air is too dry, line the containers with 
paper, as too much dry air causes potatoes to 
wither. 

(i) Do not store in furnace room. 

(j) Remove all sprouts when they appear. 



AGRICULTURE AND GARDENING FOR SCHOOLS. 213 



SUGGESTIVE QUESTIONS 

1. Name vegetables stored in indoor cellars. 

2. How are they stored for winter? 

3. How do we harvest potatoes that are to be stored? 

4. Name two plans of storing used by most families. 

5. How do we store potatoes in indoor cellars? 



Chapter 

LXXVII. Storing Vegetables in Pits. 

1. Points to be observed in selecting a site for a storage 
pit are : 

(a) Well-drained location or hillside. 

(b) Trenches fifteen to twenty-four inches wide and 
eight to twelve inches deep should be made on 
both sides'of the pit. 

(c) The trenches should be six inches lower than 
the bottom of the pit, to carry the surplus water 
away. 

2. In preparing and filling a pit : 

(a) Pit should be in shape of a mound. 

(b) Line the bottom with leaves or straw. 

(c) Place the vegetables, except cabbage, in a pile in 
the form of a mound. 

(d) Cover pile with two or three inches of straw or 
leaves and over this three or four inches of 
earth. 

(e) In cold weather add more covering. 

3. How to keep vegetables from heating: 

(a) Nail four six-inch boards together to form a 
rectangular flue. 

(b) Place the flue in the center of the pile. 

(c) Bore holes in the flue, and this will aid in ven- 
tilation. 

(d) If pile is long, place flues every six feet. 

(e) These flues can be drawn when cold weather 
arrives. 

(f) Pack soil on top firmly to help carry off water. 

4. To remove vegetables from pits : 

(a) Open pit at end. 

(b) Remove top layer. 

(c) Dig down to the pile. 

(d) Remove enough for a week or ten da}s' supply. 

(e) Refill the opening and replace the top covering. 

SUGGESTIVE QUESTIONS 

1. What points should be observed in selecting a site fcr a 
storage pit ? 

2. Describe preparing and filling of pit. 



214 AGRICULTURE AND GARDENING FOR SCHOOLS. 



3. How do we avoid heating in pits? 

4. How are vegetables removed from pits? 

5. Give two methods of storing cabbages in pits. 



Chapter 

LXXVni. Storing Vegetables in Cold Frames, 
1. How to store in cold frames : 

(a) Set the plants with soil attached in a cold frame. 

(b) Moisten the soil on the roots occasionally. 

(c) Keep covered with glass. 

(d) Bank earth around the sides. 

SUGGESTIVE QUESTIONS 

1. Xame vegetables that may be stored in cold frames. 

2. How are they stored? 

3. Do your neighbors use cold frames ? 

4. How are the cold frames arranged? 

5. How do we. store vegetables in an indoor cellar? 



CuAPTr.R 

LXXIX. Vegetables Requiring Cool Conditions and Vege- 
tables Requiring Warm Conditions. 

1. Vegetables requiring cool conditions: 

(a) Vegetables in Group 2. 

(b) Use either a dry cellar or some unheated room 
for vegetables in Group 3. 

2. Vegetables requiring warm conditions : 

(a) Vegetables in Group 4. 

(b) Select furnace room or beside a warm chimney 
or room over kitchen. 

SUGGESTIVE QUESTIONS 

1. Name the vegetables of the four groups suggested. 

2. How is each group stored? 

3. What methods of storing are used in your community? 



Chapter - 

LXXX. Saving the By-products. 

1. The by-products of food may be used as : 

(a) Food for animals. 

(b) To improve the soil. 

(c) Help build compost heap. 

(d) Preserve left-overs in refrigerators. 

(e) Keep vegetable left-overs crisp by wrapping in 
moistened paper. 



acIvH;l"ltl-re and gardening for schools. 215 



2. Left-overs can be used : 

(a) By preparing them in various ways, 

(b) When by-products are used, we are conservi'ng 
food. 

SUGGESTIVE QUESTIONS 

1. How mav vegetable waste be utilized for improving the 
soil ? 

2. What use is made of the refrigerator in the home? 

3. How is moist paper used to save vegetables that are left 
over? 

4. Give two reasons for trying to save food. 

5. How is food economized in your community? 



Note — This outline is based upon "Garden Crops," by 
Lester S. Ivins, published by Rand, McNally & Co.. of Chi- 
cago. The student or teacher who does not have this or any 
other text on gardening, can find valuable aid in government 
bulletins on the subject. 



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